社会认知论视野中的科学态度教育  

The Cultivation of Scientific Attitude：A Social Cognitive View

作　　者：汪亚利[1] 

机构地区：[1]上海电视大学徐汇财贸分校,上海200030

出　　处：《上海师范大学学报（基础教育版）》2009年第4期51-55,共5页Journal of Shanghai Normal University:Elementary Education Edition

摘　　要：科学态度的教育可用班杜拉的社会认知论区分的观察学习和亲历学习来较好地解释。观察学习是通过观察他人的行为及其行为后果而进行的学习；亲历学习是指学习者通过亲身去做并体验相应行为的后果而进行的学习。利用观察学习培养科学态度，需要教师为学生选择好观察的榜样；利用亲历学习培养科学态度，需要教师为学生的行为提供一致的后果。在两种学习中，都要引导学生对行为和行为后果进行反思，形成指导进一步行动的预期。科学探究活动十分有利于这两种学习方式的展开。The Cultivation of scientific attitude can be interpreted by Bandura＇ s social cognitive theory which distinguish two kinds of learning： observational learning and enactive learning. Observational learning is the learning by observing others behavior and the consequence; enactive learning is the learning by experiencing one＇s behavior and the consequence. To cultivate scientific attitude by observational leaming,teachers need to select and present models for the students; to cultivate scientific attitude by enactive learning, teachers need to give consequences for the students. In both learning, teachers need to guide the students to reflect on their behaviors and consequences in order to construct anticipations which can be used for guiding behavior, scientific inquiry is suit for these two kinds of attitude learning.

关 键 词：科学态度 社会认知论 观察学习 亲历学习 

分 类 号：G442[哲学宗教—心理学]