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首页> 美国卫生研究院文献>Springer Open Choice >Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model
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Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model

机译：工科学生的道德意识和行为：新的动机模型

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摘要

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students’ ability to build a professional identity and be prepared for the engineering profession and practice.
机译：专业社区每天都在发生涉及不道德和非法行为的丑闻。然而，不应因国家主要结构的失败而强调道德意识和行为的重要性，或工程专业学生对道德行为的发展和实践的需要。未来工程师中道德行为技能的发展是工科学校的一项关键能力，因为道德行为是工程师专业身份和实践的一部分。尽管工程教育者已经建立了一定的教学方法来教授工程伦理学，但他们仍然严重依赖于对伦理意识的教学，并且很少关注伦理意识如何很好地预测伦理行为。但是，进行道德判断的能力并不意味着学生受过道德教育或可能以道德方式行事。本文认为，衡量道德判断力不足以评估工程道德教学，因为尚未证明道德意识会转化为道德行为。本文的重点是提出一种与道德意识和道德行为相关的模型。该模型集成了计划行为，人和物定向以及控制范围的理论。应用此模型将使教育工作者对学生建立专业身份的能力建立信心和信任，并为工程专业和实践做好准备。

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