理解科学教育——基础教育课程改革背景下中学科学教育的新解读  

Understanding Science Education:Reinterpreting the Middle-school Science Education in the Context of Basic-education Curriculum Reforms

作　　者：蔡铁权[1] 

机构地区：[1]浙江师范大学课程与教学研究所,浙江金华321004

出　　处：《浙江师范大学学报（社会科学版）》2006年第5期93-97,共5页Journal of Zhejiang Normal University(Social Sciences)

基　　金：全国教育科学"十五"规划重点课题项目(DAB030309)

摘　　要：当代科学哲学的发展,引起了人们对科学观,尤其是对科学本质的认识的根本性改变;后现代思潮的出现,在对现代性进行广泛的批判与解构的同时,对现代化进程中最为重要的因素———科学也进行了全面的批判与解构。这两个方面都对科学教育,特别是对中学科学教育形成了极大的冲击,迫使人们对科学教育作出深入分析和自觉反思。我国正在开展基础教育课程改革,在这样的背景下,从上述两个维度出发,重新解读中学科学教育,有利于理解科学教育的本质,推进科学教育改革的进程。The latest development in the philosophy of science has brought along fundamental changes in men＇ s outlook on science, particularly on the nature of science ; and the postmodern thoughts, while criticizing and deconstructing modernity in all ways, are challenging science, the most important factor in modernization, as well. These two facts have brought great impact on science education, especially that in middle school, impelling people to make in-depth analyses of and conscious reflections on science education. In the context of China＇ s basic-education curriculum reforms, it is necessary to reinterpret the middle-school science education, thereby understand better the nature of science education from the two dimensions mentioned above, and thus propel the progress of science-education reforms.

关 键 词：科学教育 课程改革 科学哲学 后现代思潮 

分 类 号：G423.04[文化科学—课程与教学论]