工程伦理教学案例的在线异步实施路径与效果研究——以海南大学新能源材料国际合作项目为例

Online Asynchronous Implementation Path and Effect Study of Engineering Ethics Teaching Cases—Taking the New Energy Materials International Cooperation Project of Hainan University as an Example

摘要: 针对工程伦理课程学时紧张、真实国际合作案例稀缺、线下研讨组织成本高等现实约束，本研究将海南大学材料科学与工程学院与美国能源部Ames国家实验室、英国埃克塞特大学联合培养项目中，因出口管制、署名争议、跨文化误解引发的真实冲突事件，转化为“新能源材料国际合作伦理”的教学案例。教学实施采用纯在线异步模式，通过学习通平台发布案例情境以及三道开放式决策问题，要求学生以项目负责人的身份提交个人书面解决方案。共收集两个班级116份学生回复文本，经反复阅读与归类分析发现：学生在技术自主与进口依赖，贡献公平与机构优先，个人独创与集体荣誉这三个维度呈现出三种伦理决策倾向，即原则驱动型，后果权衡型和情境调适型；半数以上的回复包含完整的问题识别、原则援引、策略提出逻辑链；部分学生主动援引功利主义，义务论，美德伦理等工程伦理理论，并提出贡献度量化表，双轨署名协议和双维度评价体系等制度构想。研究表明，在线异步案例教学在参与率(87.2%)、回复深度(平均647字)、思维可追溯性方面具有一定优势，尤其适用于涉及国际政治、文化差异等需要深度思考的复杂议题。

Abstract: Engineering ethics courses often face practical constraints such as limited class hours, a scarcity of authentic international cooperation cases, and high organizational costs for offline seminars. This study addresses these challenges by developing a teaching case based on real conflicts—export controls, authorship disputes, and cross-cultural misunderstandings—that emerged from a joint training program involving the School of Materials Science and Engineering at Hainan University, the Ames National Laboratory (US Department of Energy), and the University of Exeter (UK). The resulting case, titled “Ethics of New Energy Materials International Cooperation”, was delivered through a purely online asynchronous model. The case scenario and three open-ended decision questions were posted on the Xuexitong platform, and students were required to submit individual written solutions from the perspective of a project leader. A total of 116 responses were collected from two classes and analyzed through iterative reading and categorization. The analysis identified three distinct ethical decision-making patterns across the dimensions of technological autonomy versus import dependence, contribution fairness versus institutional priority, and individual originality versus collective honor: principle-driven, consequence-weighing, and context-adapting. More than half of the responses exhibited a complete logical chain of problem identification, principle invocation, and strategy proposal. Several students actively drew on engineering ethics theories such as utilitarianism, deontology, and virtue ethics, and proposed operational institutional designs including contribution quantification tables, dual-track authorship agreements, and two-dimensional evaluation systems. The findings indicate that online asynchronous case teaching offers advantages in participation rate (87.2%), response depth (average 647 words), and traceability of student thinking. This approach appears particularly suitable for complex issues requiring deliberation, such as those involving international politics or cultural differences.