论科学教育之理解的解释学转向  

Hermeneutic Turn of Understanding in Science Education

作　　者：石晋阳[1,2] 李艺[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097 [2]扬州大学新闻与传媒学院,江苏扬州225009

出　　处：《高等理科教育》2016年第3期1-6,共6页Higher Education of Sciences

基　　金：教育部人文社科基金项目"面向科学探究的智能化e-Learning系统建构研究"(项目编号:11YJC880006)

摘　　要：科学教育之理解的意义旁落,使得科学教育陷入科学主义的泥潭,偏离了"理解科学"的教育目标。文章通过对"理解与解释"的哲学溯源,从存在论—本体论角度对科学教育之理解进行把握,可以帮助我们认清科学的理解与解释所蕴含的原初的意义,有利于科学教育规避科学主义所带来的负面影响。最后,通过对理解与解释的根本运动性进行分析,实现对解释学循环的继承和超越,为科学教育之理解打下坚实的本体论基础。Because of the ignorance of scientism effect, the science education fell into the mire of scientism, and gradually deviated from its educational goal of ＂ understanding science＂ . Through the philosophical tracing of ＂ understanding and explanation＂ and seen from the perspective of the existentialism--ontology, we can exactly realize the initial meaning of science understanding and explanation, and it is good for science education to avoid the negative effect of scientism. Finally, we inherit and transcend the hermeneutic circle by analyzing the fundamental movement of understanding and explanation, which lay a solid ontological foundation for science education understanding.

关 键 词：科学教育 解释学 理解 解释 

分 类 号：G633.98[文化科学—教育学]