Research On The Attitude Of Engineering Degree Postgraduates Towards Engineering Ethics Education And Its Influencing Factors

Due to the rapid development of science and technology,the increasing complexity of engineering problems,and the conflicts between stakeholders in all aspects of engineering practice,engineers are faced with many ethical problems,and many engineers make wrong ethical decisions due to lack of ethical quality,which has brought irreparable disasters to citizens,society and nature.Therefore,engineering needs ethical education,and engineering ethics education is also an important means to cultivate engineers’ ethics.Since 2018,China’s engineering ethics education has only been fully popularized at the level of engineering degree graduates,and engineering degree graduates,as future engineers,are the top priority for strengthening engineering ethics education and comprehensively cultivating the future high-quality engineer team.Regarding engineering ethics education,the academic community has only studied engineering ethics education from the perspective of "teaching" out of students’ academic situation,and lacks the establishment of a link between teaching and learning to synergistically improve the teaching effect of engineering ethics.Teaching and learning are inseparable,at the beginning of engineering ethics education,understand the attitude of engineering degree students to the current engineering ethics education teaching,establish the connection between teaching and learning,find out the shortcomings in engineering ethics teaching from the perspective of students,so as to improve teaching and improve the effect of engineering ethics education,so this study starts from the perspective of learner psychology.This paper aims to explore three major questions about the attitude of engineering degree students towards engineering ethics education at the teaching level:First,what is the attitude of engineering degree students towards engineering ethics education? Second,what are the factors that affect students’ attitudes at the teaching level?What is the influence relationship? Third,how to cultivate students’ positive attitude towards engineering ethics education to improve the effect of current engineering ethics education?In view of the above research questions,based on the ABC three-dimensional structure theory and attitude change theory,the attitude of engineering degree students in the teaching of engineering ethics was investigated.A total of 356 questionnaires were distributed in a snowball manner,316 were effectively recovered,relevant data and information were collected and statistically collated,and the influence of five factors in the teaching level of engineering ethics: teacher attention,teacher charm,diversity of teaching methods,vividness of teaching content and ease of course assessment on the attitude of engineering ethics education of engineering degree graduate students was analyzed.The results show that the overall attitude of current engineering degree graduate students is at the general level,the cognitive level of attitude is relatively high,and the emotional experience level and behavioral performance level of the subjects’ attitude towards engineering ethics education are relatively low,among which the average score of behavioral performance is less than 3 points,showing negative behavior tendency,and the above-mentioned teacher attention,teacher charm,diversity of teaching methods,and vividness of teaching content have a significant impact on the attitude of the participants,while the ease of course assessment has no significant impact on the attitude of the participants.Based on the results of the questionnaire survey,the five aspects of educators,recipients,educational content,education methods,and curriculum assessment were analyzed,and corresponding countermeasures and suggestions were put forward.at the educator level;Improve the importance of engineering ethics teachers in engineering ethics teaching,improve the ethical professional literacy of engineering ethics teachers,and improve the charm of engineering ethics teachers;At the level of the educated: correcting the cognitive bias of engineering degree graduates,improving the emotional identity of engineering degree graduates in the classroom;In terms of teaching process: bid farewell to one-way indoctrination,adopt diversified teaching methods,pioneer practical teaching,combine theory and practice,reasonably select teaching content,and enhance the hierarchy and vividness of engineering ethics teaching content;In terms of course assessment:appropriately increase the difficulty of assessment,attract students’ attention,enrich assessment methods,and test learning results in multiple aspects.