基于认识论信念发展的理科教科书设计  

Science Textbook Design based on the Development of Epistemology Beliefs

作　　者：梁永平[1] 王林琴[1] 

机构地区：[1]山西师范大学课程与教学研究所,临汾041000

出　　处：《化学教育》2008年第2期10-12,28,共4页Chinese Journal of Chemical Education

摘　　要：科学教育的目标要求学生具备较高的认识论信念水平。要引领学生具备比较精致的认识论信念,理科教师必须具有精致的认识论理解,而理科教师的认识论信念水平在很大程度上受到了现行理科教科书的影响。本文阐述了基于认识论信念发展的现行理科教科书的设计理论,提出了从认识主题、探究活动、显性和反思性话语、作业设计4个方面来提高基于认识论信念的教科书设计水平。The goal of science education demands students to have a higher level of epistemology beliefs. To guide students to have more sophisticated epistemology beliefs, science teachers need to have sophisticated epistemology comprehension. But the science teachers＇ epistemology beliefs level is to a large extent subjected to the influence of the Current science textbooks. According to the designing theories of current science textbook based on epistemology beliefs, this paper puts forward that cognition theme, inquiring activity, reflective and explicit discourse, exercises can improve the design level of science textbooks＇ epistemology beliefs.

关 键 词：理科教师 认识论信念 理科教科书 作业设计 

分 类 号：G642.4[文化科学—高等教育学]