Yang,Wenbo；Wang,Jianjun；Song,Haih
Vol. 1, Issue 5, Pages: 52-55(2024)
Doi：https://doi.org/10.62639/sspjiess09.20240105
ISSN：3006-0702
EISSN：3006-4260
96
Downloads：0
"Engineering Ethics" is a basic engineering course for majors such as automation. It plays an important role in broadening students' global vision and cultivating their professional ethics awareness. How to effectively teach the course contents in English within limited class hours, while stimulating students' interest in learning and improving their practical ability and professional quality is an important issue that needs to be solved urgently. In order to effectively carry out the full-English teaching of "Engineering Ethics", the teaching strategy needs to be optimized from multiple dimensions such as course design, implementation of teaching methods, and assessment and evaluation. First, the course starts with basic ethical concepts and gradually expands to ethical issues in actual engineering, helping students think about how to make responsible ethical decisions in the context of globalization. Secondly, in terms of teaching methods, a variety of teaching methods are used to stimulate students' interest and promote students' in-depth thinking on ethical issues. Finally, assessments focus on a comprehensive evaluation of students' learning outcomes, including their understanding of ethical decision-making and language skills. This approach effectively tests knowledge retention while fostering critical thinking and expression related to ethical issues, better cultivating students' global outlook and sensitivity to professional ethics. An analysis of the achievement of learning objectives from the course taught in full-English at a university demonstrates that the above teaching method has achieved good teaching results.
KeywordEngineering ethics;Full-English teaching;Achievement of learning objectives