科学教育的认识论反思与重塑——兼论认识论范式的生成逻辑和实现机制  

Epistemological Reflection and Reconstruction of Science Education——The logic of the Epistemological Paradigm and the Mechanisms of its Realization

作　　者：毕吉利 BI Ji-li(College of Teacher Education,Northwest Normal University,Lanzhou,Gansu,730070,PRC)

机构地区：[1]西北师范大学教师教育学院,甘肃兰州730070

出　　处：《西北师大学报（社会科学版）》2023年第4期117-125,共9页Journal of Northwest Normal University(Social Sciences)

基　　金：全国教育科学规划项目“民族地区推行使用国家统编教材成效研究”(EHA220531)。

摘　　要：科学实践源于对自身合理性的认识论反思,是科学内在秩序和外在价值的统一。科学教育符合科学实践的认识论逻辑,并在科学与生活交织的文化场域中指向人的生命存在意义。然而,对世界存在方式的不确定性假设衍生出内涵迥异的认识论范式,致使科学教育形成差异性的发展路径和异化形态,表现为“机械—还原”论造成科学教育的无人危机,“形式—符合”论形成科学教育的真理强权,“有机—连贯”论导致科学教育生命观的泛化,“语境—实践”论易使科学教育陷入多元化的虚无。实际上,科学产生于人类有意识的实践活动,在本质上是一种充盈着人性价值且具有普遍意义的“地方性文化”。文化场域中科学教育的价值规律和实现机制遵循人之发展的内在逻辑。在路径上,以彰显人的文化生命价值为导向确立教育目标,融合科学文化的“真、善、美”选择教育内容,回归人的生活世界开展教育实践,基于科学文化自觉施以教育评价。唯其如此,才能真正实现对文化之人的塑造和养成。The scientific practice originates from the epistemological reflection on its rationality and is the unity of the internal order and external value of science.Science education conforms to the epistemological logic of scientific practice and points to the meaning of human life in the cultural field where science and life are intertwined.However, the uncertainty hypothesis of the way the universe exists derives from the epistemological paradigm with varied meanings, which leads to the establishment of distinct development routes and alienating forms of scientific education.The performance is as follows: The theory of“mechanical reduction”causes an unmanned crisis in scientific education;The theory of“form-conformity”creates the true power of science education;The theory of“organic-coherence”leads to the life generalization of science education, and the theory of“context-practice”might easily sink science education into a pluralistic nothingness.In fact, science is a“local culture”that is replete with human values and has a significant impact on everyone, emerging from the intentional practical action of human beings.The law of value and realization mechanism of science education in the cultural sphere follows the internal logic of human development.In terms of the path, the educational goals are established with the guidance of expressing the value of human culture and life, integrating scientific and cultural with“truth, goodness, beauty”choice of educational content, returning to people's life world to carry out the educational practice, and based on scientific and cultural consciousness of education evaluation.Only in this way can we truly realize the formation and cultivation of the cultural person.

关 键 词：认识论范式 科学本质 文化 科学教育 

分 类 号：G40-2[文化科学—教育学原理]