以情意教育為導向進行工程倫理課程之行動研究

一般的高等教育課堂多以認知與技能（智育）培養為主，情意（德育）學習則容易被忽略，主要是情意教育的成果較難客觀地評量，然而不具情意提升的倫理課程是不完整的。本行動研究目的在探討工程倫理課程是否可以提升情意能力？情意能力要如何評量？在18週課程規劃有三個階段：（一）道德倫理的先備知識；（二）敘事力工具之一日體驗；（三）科技與社會之風險管理-能源與台灣社會。本計畫使用「社會問題意見調查問卷」、「團隊學習問卷」及自編的「自我態度量表」，另搭配作業、訪談、組員互評、觀課紀錄及教學札記等資料觀察學生在情意教育的改變。從課程成果的量性及質性分析結果顯示學生在道德倫理意識、熱情、團隊分工及溝通等情意教育的指標均有顯著的成長。在團隊學習上，正向的課堂經驗有：團隊討論、團隊互動及聽別人分享；負面經驗有：溝通衝突、他人不積極討論與參與、覺得團隊互動困難、時間喬不攏及隊友等問題。整體而言，大部分的學生喜好課程中的互動式教學，並給予高度評價與鼓勵，認為上課方式很有趣。

關鍵字

情意教育；工程倫理；多元敘事力；行動研究

並列摘要

The higher education classrooms are mainly based on intellectual education (cognition and skill), while the moral education (affection) learning is used to be ignored. However, the ethical curriculum without affection is not complete. Therefore, this paper explores the engineering ethics course to focus on group cooperation, interaction, and common goals. Students' self-evaluation, mutual evaluation, and teacher evaluation are used to record changes in students' level of affection, including morality, enthusiasm, communication, and teamwork. There are three stages in the 18- week curriculum: (1) background knowledge for ethics and morality; (2) one-day workshop for narrative tools; (3) risk management of technology and society for energy issues in Taiwan. The ＂Social Issues Questionnaire＂, the ＂Team Learning Questionnaire＂ and the self-edited ＂Self-Attitude Scale Questionnaire ＂ were used to assess the course performance. It also uses the data from the assignments, interviews, team members' mutual assessments, observation records, and teaching notes to observe the students' affection realization. The analysis, from the quantitative and qualitative analysis of the results of the curriculum, shows that students have significant growth in the indicators of ethical awareness, enthusiasm, team cooperation, communication. For the peer-learning in the classroom, the positive experiences include team discussion, team interaction, listening to others sharing, while the negative experiences include communication conflicts, passive discussion and participation, difficult team interaction, time conflict, inappropriate teammates, etc. Overall, most students like the interactive teaching methods, and give high praise and encouragement, and think that the way of interacting with the classmates and teacher is very fun.

並列關鍵字

Affective Education ； Engineering Ethics ； Multi-narration ； Action Research

參考文獻

Hoffman, M. L. “Empathy and moral development: Implications for caring and justice,” Cambridge, UK: Cambridge University Press, 2000.

Google Scholar

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