物理学人文价值及人文化物理教育的构建  

Humanistic value of physics and construction of humanistic physics education

作　　者：朱铁成[1] 

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《浙江师范大学学报（自然科学版）》2008年第3期251-256,共6页Journal of Zhejiang Normal University:Natural Sciences

摘　　要：物理学的人文价值是在具有"怀疑"、"求真"、"创新"特征的科学探究活动中形成的"求真"、"向善"、"臻美"的人文精神追求,它对人类的和谐发展起着积极的意义和作用.人文化的物理教育主张科学教育与人文教育、科学精神与人文精神有机融合,突出人文关怀下学生主体性的发展.构建人文化的物理教育,要关注人文化的教育目标,弘扬求真的态度与精神,突出物理学中的"向善"意蕴,领略物理学之美.The humanistic values of physics, formed in long-time science research characterized by suspicion, truth-seeking and innovation, are spiritual pursuing of truth, charity and perfect. Humanistic physics education synchronizes scientific education and humanistic education, combines spirits of science and humanity, gives prominence to students＇ subjective development in humanistic awareness. Achieving the humanistic objectives, enhancing the attitude and spirit of truth-seeking, intensifying the implication of charity and experiencing the beauty of physics are key issues of constructing humanistic physics education.

关 键 词：物理学 人文价值 人文化物理教育 构建 

分 类 号：G420[文化科学—课程与教学论]