体验式教学法在《商业伦理》教学中的应用

L. Ren
{"title":"体验式教学法在《商业伦理》教学中的应用","authors":"L. Ren","doi":"10.2991/ICHSSD-19.2019.114","DOIUrl":null,"url":null,"abstract":"Experiential teaching method is a suitable teaching method for “business ethics” course. Its main effect is that it can effectively promote students to think positively about relevant issues, effectively improve students’ business ethics consciousness, and effectively improve their ability to analyze and solve ethical problems in business activities by using business ethics theory.This paper intends to discuss the experiential teaching method and its application in the teaching of “business ethics” in order to improve the teaching effect of “business ethics” course. 1. The Teaching Objectives of Business Ethics Course According to the developing history of business ethics education, most school put the teaching of “business ethics” in the philosophy or psychology department. But in recent decades, “Business Ethics” course is independent from those departments. “Business Ethics” reflect the core values of society, that is, emphasizing legal norms, moral ethics and social responsibility. The moral bottom line of business ethics is the relevant legal norms. It requires students to recognize the responsibility of operators in their business activities and the legal norms they should abide by through learning. They should rationally restrain their actions and perform their legal responsibilities according to law. It also requires teachers to guide students to pay attention to those immoral business practices that do not violate the relevant laws, i.e. the grey zone in law, so as to help students enhance their ethical awareness and raise their awareness of business ethics issues. The theory of morality and ethics is based on philosophy. Traditionally, there are four basic theories in business ethics theory, namely ethical egoism, ethical relativism, utilitarianism and Kant’s ethical philosophy. Each of these theories has its own advantages and disadvantages. The purpose of learning business ethics theory is to cultivate students' ability of logical analysis and rational thinking, and to provide basis for judging whether business behavior is reasonable or not, so as to correctly analyze and properly deal with business ethics problems that may be encountered in business activities. Social responsibility is another important aspect of business ethics. Social responsibility emphasizes that as a successful entrepreneur, he or she should not only assume economic, legal and moral responsibilities in his business activities, but also be responsible for those who have direct or indirect interests in his or her business activities. In this way, it requires operators to think from a higher angle, to deal with the problems encountered in the process of operation and management from the perspective of sustainable development, and even to care about human civilization and progress. Aim to test whether the teaching of business ethics can achieve the teaching objectives, some foreign scholars have done a lot of research. The main objectives of “business ethics” teaching are: to improve students' business ethics awareness and understanding and judgment ability of business ethics theory; to improve students’ ability to analyze business ethics problems; to enable students to learn to deal with moral conflicts and moral problems encountered in business activities; to learn to make appropriate business decisions; and to learn to improve their business behavior. Some scholars believe that the combination of theoretical research and practical application can achieve good results in the teaching of business ethics. Some scholars hold the opposite view. They believe that for those 4th International Conference on Humanities Science and Society Development (ICHSSD 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 328","PeriodicalId":135635,"journal":{"name":"Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Application of Experiential Teaching Method in the Teaching of Business Ethics\",\"authors\":\"L. Ren\",\"doi\":\"10.2991/ICHSSD-19.2019.114\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Experiential teaching method is a suitable teaching method for “business ethics” course. Its main effect is that it can effectively promote students to think positively about relevant issues, effectively improve students’ business ethics consciousness, and effectively improve their ability to analyze and solve ethical problems in business activities by using business ethics theory.This paper intends to discuss the experiential teaching method and its application in the teaching of “business ethics” in order to improve the teaching effect of “business ethics” course. 1. The Teaching Objectives of Business Ethics Course According to the developing history of business ethics education, most school put the teaching of “business ethics” in the philosophy or psychology department. But in recent decades, “Business Ethics” course is independent from those departments. “Business Ethics” reflect the core values of society, that is, emphasizing legal norms, moral ethics and social responsibility. The moral bottom line of business ethics is the relevant legal norms. It requires students to recognize the responsibility of operators in their business activities and the legal norms they should abide by through learning. They should rationally restrain their actions and perform their legal responsibilities according to law. It also requires teachers to guide students to pay attention to those immoral business practices that do not violate the relevant laws, i.e. the grey zone in law, so as to help students enhance their ethical awareness and raise their awareness of business ethics issues. The theory of morality and ethics is based on philosophy. Traditionally, there are four basic theories in business ethics theory, namely ethical egoism, ethical relativism, utilitarianism and Kant’s ethical philosophy. Each of these theories has its own advantages and disadvantages. The purpose of learning business ethics theory is to cultivate students' ability of logical analysis and rational thinking, and to provide basis for judging whether business behavior is reasonable or not, so as to correctly analyze and properly deal with business ethics problems that may be encountered in business activities. Social responsibility is another important aspect of business ethics. Social responsibility emphasizes that as a successful entrepreneur, he or she should not only assume economic, legal and moral responsibilities in his business activities, but also be responsible for those who have direct or indirect interests in his or her business activities. In this way, it requires operators to think from a higher angle, to deal with the problems encountered in the process of operation and management from the perspective of sustainable development, and even to care about human civilization and progress. Aim to test whether the teaching of business ethics can achieve the teaching objectives, some foreign scholars have done a lot of research. The main objectives of “business ethics” teaching are: to improve students' business ethics awareness and understanding and judgment ability of business ethics theory; to improve students’ ability to analyze business ethics problems; to enable students to learn to deal with moral conflicts and moral problems encountered in business activities; to learn to make appropriate business decisions; and to learn to improve their business behavior. Some scholars believe that the combination of theoretical research and practical application can achieve good results in the teaching of business ethics. Some scholars hold the opposite view. They believe that for those 4th International Conference on Humanities Science and Society Development (ICHSSD 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 328\",\"PeriodicalId\":135635,\"journal\":{\"name\":\"Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019)\",\"volume\":\"32 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2991/ICHSSD-19.2019.114\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2991/ICHSSD-19.2019.114","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

体验式教学法是一种适合《商业伦理》课程的教学方法。其主要作用是能有效促进学生积极思考相关问题,有效提高学生的商业伦理意识,有效提高学生运用商业伦理理论分析和解决商业活动中伦理问题的能力。本文旨在探讨体验式教学法及其在《商业伦理学》教学中的应用,以提高《商业伦理学》课程的教学效果。1. 商业伦理学课程的教学目标从商业伦理学教育的发展历史来看,大多数学校都把“商业伦理学”的教学放在哲学系或心理学系。但近几十年来,“商业伦理”课程独立于这些院系之外。《商业伦理》体现了社会的核心价值观,即强调法律规范、道德伦理和社会责任。商业伦理的道德底线是相关的法律规范。它要求学生在学习中认识到经营者在经营活动中的责任,认识到经营者应遵守的法律规范。他们应该合理约束自己的行为,依法履行法律责任。还需要教师引导学生注意那些不违反相关法律的不道德商业行为,即法律上的灰色地带,从而帮助学生增强道德意识,提高对商业道德问题的认识。道德伦理理论是以哲学为基础的。传统上,商业伦理理论有四种基本理论,即伦理利己主义、伦理相对主义、功利主义和康德伦理哲学。每一种理论都有自己的优点和缺点。学习商业伦理理论的目的是培养学生逻辑分析和理性思考的能力,为判断商业行为是否合理提供依据,从而正确分析和妥善处理商业活动中可能遇到的商业伦理问题。社会责任是商业道德的另一个重要方面。社会责任强调作为一名成功的企业家,不仅要在自己的经营活动中承担经济、法律和道德责任,还要对那些在自己的经营活动中有直接或间接利益的人负责。这样就要求经营者站在更高的角度去思考,从可持续发展的角度去处理经营管理过程中遇到的问题,甚至关心人类的文明和进步。为了检验商业伦理教学是否能够达到教学目标,国外一些学者做了大量的研究。《商业伦理》教学的主要目标是:提高学生的商业伦理意识和对商业伦理理论的理解和判断能力;提高学生分析商业道德问题的能力;使学生学会处理商业活动中遇到的道德冲突和道德问题;学会做出恰当的商业决策;并学会改善他们的商业行为。有学者认为,将理论研究与实际应用相结合,可以在商业伦理教学中取得良好的效果。一些学者持相反的观点。他们认为,第四届国际人文科学与社会发展会议(ICHSSD 2019)版权所有©2019,作者。亚特兰蒂斯出版社出版。这是一篇基于CC BY-NC许可(http://creativecommons.org/licenses/by-nc/4.0/)的开放获取文章。社会科学、教育和人文研究进展,第328卷
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Application of Experiential Teaching Method in the Teaching of Business Ethics
Experiential teaching method is a suitable teaching method for “business ethics” course. Its main effect is that it can effectively promote students to think positively about relevant issues, effectively improve students’ business ethics consciousness, and effectively improve their ability to analyze and solve ethical problems in business activities by using business ethics theory.This paper intends to discuss the experiential teaching method and its application in the teaching of “business ethics” in order to improve the teaching effect of “business ethics” course. 1. The Teaching Objectives of Business Ethics Course According to the developing history of business ethics education, most school put the teaching of “business ethics” in the philosophy or psychology department. But in recent decades, “Business Ethics” course is independent from those departments. “Business Ethics” reflect the core values of society, that is, emphasizing legal norms, moral ethics and social responsibility. The moral bottom line of business ethics is the relevant legal norms. It requires students to recognize the responsibility of operators in their business activities and the legal norms they should abide by through learning. They should rationally restrain their actions and perform their legal responsibilities according to law. It also requires teachers to guide students to pay attention to those immoral business practices that do not violate the relevant laws, i.e. the grey zone in law, so as to help students enhance their ethical awareness and raise their awareness of business ethics issues. The theory of morality and ethics is based on philosophy. Traditionally, there are four basic theories in business ethics theory, namely ethical egoism, ethical relativism, utilitarianism and Kant’s ethical philosophy. Each of these theories has its own advantages and disadvantages. The purpose of learning business ethics theory is to cultivate students' ability of logical analysis and rational thinking, and to provide basis for judging whether business behavior is reasonable or not, so as to correctly analyze and properly deal with business ethics problems that may be encountered in business activities. Social responsibility is another important aspect of business ethics. Social responsibility emphasizes that as a successful entrepreneur, he or she should not only assume economic, legal and moral responsibilities in his business activities, but also be responsible for those who have direct or indirect interests in his or her business activities. In this way, it requires operators to think from a higher angle, to deal with the problems encountered in the process of operation and management from the perspective of sustainable development, and even to care about human civilization and progress. Aim to test whether the teaching of business ethics can achieve the teaching objectives, some foreign scholars have done a lot of research. The main objectives of “business ethics” teaching are: to improve students' business ethics awareness and understanding and judgment ability of business ethics theory; to improve students’ ability to analyze business ethics problems; to enable students to learn to deal with moral conflicts and moral problems encountered in business activities; to learn to make appropriate business decisions; and to learn to improve their business behavior. Some scholars believe that the combination of theoretical research and practical application can achieve good results in the teaching of business ethics. Some scholars hold the opposite view. They believe that for those 4th International Conference on Humanities Science and Society Development (ICHSSD 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 328
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信