论科学教育发生的哲学基础  

On the Philosophical Basis of the Occurrence of Science Education

作　　者：颜士刚[1] 李艺[2] YAN Shi-gang LI Yi(College of Educational Technology, Shenyang Normal University, Shenyang, Liaoning, 110034 College of Educational Science, Nanjing Normal University, Nanjing, Jiangsu, 210097)

机构地区：[1]沈阳师范大学教育技术学院,辽宁沈阳110034 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《基础教育》2016年第5期14-21,共8页Journal of Schooling Studies

摘　　要：虽然在本体论和认识论上实现统整以后的建构主义科学观,能够内在地符合科学教育的发展需要,但是,仍然需要在学生主体形成过程、主体身份确认、科学知识主观性来源以及科学探究的可能性等问题上进行深切的哲学关照。其实,学生的主体身份应该从过程中考察,不存在学生"已经具备主体身份"的时间点,亦不能据此确定开展科学教育的恰当年龄,相反,科学教育本身实际上成为学生主体身份形成的关键因素之一。由此,雅克·拉康给定的主体形成过程的起点可以作为开展科学教育活动起点的重要参考。科学知识的主观性源自学生日常生活世界的浓郁人文属性以及学生获取"经验"和认知能力(先天认知系统及其后天发展)的差异。科学探究的本质是学生作为研究者所进行的伟大的科学探险,而非为了验证已有科学知识的合理性,这种科学探究活动在科学教育中,是必要的,更是可能的,但绝不是万能的,应该谨慎而恰当地使用。只有在建构主义哲学科学观的指引下,科学教育才能够走出当下的困境,真正实现"每个人都具备科学素养"这一美好愿景。Although the Constructivism, which integrates the ontology and epistemology, inherently conforms to the need of the development of science education, it still needs in-depth philosophical consideration on the problems about the process of formation of students as subjects, the confirmation of subject status, the source of the subjectivity of scientific knowledge and the probability of scientific inquiry. In fact, the status of students as subjects should be investigated from the process. There is neither a time point at which the students have subject status nor a proper age for the start of science education development. On the contrary, science education itself has actually become one of the key factors for the formation of the students＇- subject status. Thus, the beginning of the process of the subject formation given by Jacques Lacan can be carried out as an important reference for the start point of scientific education activities. The subjectivity of scientific knowledge is derived from the cultural attribute of students＇- daily life and the ＂experience＂ that students obtain, as well as difference of cognitive ability （innate cognitive system and its development）. The nature of scientific inquiry is a great scientific exploration that takes students as researchers, rather than confirms the rationality of existing scientific knowledge. The scientific inquiry activity in science education is necessary and is possible, but not universal. It should be used cautiously and properly. It can be asserted that only under the guidance of Constructivist philosophy of Science, can science education get out of the contemporary predicament to realize ＂everyone has scientific literacy＂ .

关 键 词：科学 教育 科学探究 主体 科学观 建构主义 生活世界 

分 类 号：G40-02[文化科学—教育学原理]