In face of unstable situation and uncertain engineering prospects, the status and role of ethics education are still underestimated. Ethics education plays a role of linking cultivating virtues and morality, and engineering talent training. However, the students have a low understanding of engineering ethics and there are also certain misunderstandings, which has become a problem that needs to be faced and solved by engineering ethics education. Therefore, it is urgent for engineering ethics education to focus on its intersection with students’ life, learning and entering the society, enhance the students’ participation, and ensure the ethical teaching effect of single subject or multiple subjects. Firstly, it attempted to build the relation between students’ social life, engineering experience and ethics, thus mitigating the barrier between them, and enriching the case database of engineering ethics teaching, and helping learners appreciate the value and significance of engineering ethics, and improving learning interest and ethical sensitivity. Secondly, it cultivated great-engineering concept by integrating morality appraisal, value judgment and dialectical analysis, and furthermore, widened the students’ mind and vision, thus providing reference and enlightenment for students’ academic and professional development. Finally, it attempted to discover ethical tradition, risk consciousness, and systems engineering concept from traditional culture, thereby promoting the dialogue between tradition and modern ethics, enriching the cognitive map of engineering ethics, and improving students’ sense of mission and level of consciousness of devoting to engineering practice innovation.