“旁观”意识与科学探究活动设计  

The "Spectators" Awareness in the Design of Inquiry Activities in Middle School Physics Textbooks

作　　者：金新喜[1] 

机构地区：[1]人民教育出版社物理室

出　　处：《课程．教材．教法》2012年第10期56-59,共4页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金“十一五”规划教育学青年课题“中小学探究式学习指导策略实证研究”(课题批准号:CHA090102)的阶段性成果

摘　　要：回顾人类对光的认识历程，用教育重演论分析学生不能自觉从“旁观”的身份认识客观世界的现象，分析学生“旁观”意识的形成过程，可以发现主、客体分离的认识论对认识客观世界的重要作用。初中阶段是学生分辩主、客体，形成旁观意识的关键时期，帮助他们有意识地进行主、客体的分离，正确认识自己在科学探究中的角色是有益的和必要的。After reviewing the history on how human understood light, this article analyzes students＇ failure in understanding the objective world consciously as spectators and the development of students＇ spectators awareness using recapitulation theory of education. This article points out the important effect of the separation between subject and object on the understanding of the objective world, which enlighten physics textbooks compilation and teaching. And it introduces the methods of enhancing students＇ spectator awareness, illustrated with the inquiry designs of optical part in the middle school textbooks published by People＇s Education Press.

关 键 词：发生认识论 教育重演论 “旁观”意识 物理教学 教材编写 

分 类 号：G633.7[文化科学—教育学]