我国科学教育思想发展的风险与规避  

The Risk and Its Prevention in the Development of China’s Science Education Thoughts

作　　者：胡扬洋[1,2] 

机构地区：[1]首都师范大学教育学院 [2]俄亥俄州立大学物理系

出　　处：《教师教育学报》2016年第2期40-46,共7页Journal of Teacher Education

基　　金：首都师范大学2015年博士研究生“学术创新与优秀学位论文培育计划”资助项目,项目负责人:胡扬洋

摘　　要：＂科学教育＂何以达成＂教育＂的价值构成了反思中国科学教育思潮的起点。对欧陆教育学的误解造成了科学教育的源头异化。现实中公民对科学教育的达成已有强烈需求。科学教育教育性失落的现实原因包括科学主义对科学本质的遮蔽、建构主义对科学精神的解构以及大科学对纯科学的碾压。科学教育的实现需要采取话语转换的方式,包括将科学本质转化为科学史观、将科学精神融于科学文化之中、将现代科学扩展为哲学-科学。我国科学教育的未来发展应在＂文化移植＂的视角下为科学教育注入中国智慧。The possibility of science education to reach the educational value is the starting point of reflecting China science education thought.The misunderstanding to European＇s pedagogy leads to the alienation of the source of science education thought in China.In reality,there is a strong demand for scientific education.Practical reasons for the loss of educational value of Science Education contain scientism,which covered the nature of science,constructivism＇s deconstructs of the scientific spirit and the oppression of big science to pure science.Science education needs to use the method of discourse conversion,which including transformation of science nature to scientific view of history,mixture of scientific spirit and scientific culture,and expansion of modern science to philosophy-science.The future development of science education in our country should inject Chinese wisdom into the science education from the perspective of＂kulturelle Transplantion＂.

关 键 词：科学教育 教养 科学本质 科学精神 纯科学 科学文化 

分 类 号：G40-03[文化科学—教育学原理]