基于工程哲学的工程科幻与科学教育实践融合研究——以《与机器人同行》为例OA

With the release of the Opinions on Strengthening Science and Technology Education in Primary and Secondary Schools by the Ministry of Education in October 2025,the cultivation of engineering literacy has emerged as a core priority in the reform and advancement of science education in China.This policy explicitly emphasizes the need to integrate engineering thinking and practical ability training into the entire process of primary and secondary education,marking a critical shift from traditional knowledge-centered science teaching to competency-oriented education.As a unique literary and ideological carrier that integrates imaginative engineering scenarios with in-depth philosophical speculation,Engineering Science Fiction(ESF)breaks the boundaries between abstract theoretical knowledge and concrete educational practice,thereby offering a viable and innovative practical pathway to fulfill this significant transformation in science education. From the theoretical perspective of philosophy of engineering-with a focus on core viewpoints such as the sociality,ethics,and systematicity of engineering a activities-this study selects the classic science fiction anthology Walking with Robots as a core case study.By adopting a combination of text analysis and theoretical deduction,it explores the intrinsic mechanism and feasible paths for the integration of ESF into science education practice,aiming to provide theoretical reference and practical guidance for improving the effectiveness of engineering literacy cultivation. The research first clarifies the connotation and characteristics of ESF,distinguishing it from traditional science fiction by its emphasis on engineering design logic,technological implementation processes,the interaction between engineering and society.On this basis,it systematically analyzes the multi-dimensional pedagogical value of ESF in science education:it can stimulate students'interest in engineering,compliment the limitations of traditional engineering education that lacks contextualization,and lay a foundation for the formation of students'comprehensive engineering literacy. Secondly,the study conducts an in-depth interpretation of the philosophical implications of engineering embedded in Walking with Robots.Centering on key themes such as artificial intelligence application,robotics ethics,engineering problem-solving thinking,and interdisciplinary social contexts reflected in the anthology,it reveals how ESF constructs a realistic and reflective engineering cognitive shift of students from fragmented"machine imagination"-which focuses only on the appearance and simple functions of technology-to systematic and structures"engineering thinking"that emphasizes logical reasoning,overall design,and ethical balance. Specifically,ESF highly aligns with the educational goals of engineering literacy in science education through three core dimensions:knowledge concretization,which transforms abstract engineering principles into perceptible story plots;thinking visualization,which presents complex engineering logic through narrative clues to facilitate students'understanding and mastery;and ethical contextualization,which places engineering activities in specific social and ethical frameworks to cultivate students'sense of engineering ethics.Through vivid contextualized narratives,ESF not only provides a safe and controllable simulated field for students to perceive the core logic of engineering,experience potential engineering ethical dilemmas,and practice decision-making solutions,but also relies onf its inherent interdisciplinary attributes to serve as a cognitive scaffold for students to initially construct a macro-engineering perspective integrating Science,Technology,Engineering,Society,and Ethics.This perspective helps students understand the interconnection of various disciplines in engineering practice and establish a holistic cognition of engineering's social value and responsibility. The study concludes that ESF,as a bridge connecting the abstract theory of philosophy of engineering with specific science education practice,effectively compensates for the disconnect between theory and practice in current engineering literacy cultivation.it provides a theoretically grounded,operationally feasible,and student-centered pathway for cultivating students'engineering literacy,which is of great significance for promoting the in-depth reform of science education and improving the quality of engineering talent cultivation at the basic education stage.