试论美学理解视角下的科学教学  

On Science Teaching from the Theory of Aesthetic Understanding

作　　者：邵朝友 杨澄宇[2] SHAO Chaoyou;YANG Chengyu(College of Education,Wenzhou University,Wenzhou Zhejiang,325027;College of Teacher Education,East China Normal University,Shanghai,200062)

机构地区：[1]温州大学教育学院,浙江温州325027 [2]华东师范大学教师教育学院,上海200062

出　　处：《现代基础教育研究》2023年第3期45-50,共6页Research on Modern Basic Education

摘　　要：科学教学存有三种学习理论视角,分别为概念理解、话语理解与美学理解。相比概念理解与话语理解,美学理解超越了前两者分别指向的认知与社会范畴,体现了人之为人的美学维度。在特征上,基于美学理解的科学教学追求美感经验,开展基于观念的探究。在实务上,基于美学理解的科学教学可采取“明晰关于美感经验的教学目标—确定用于探究的观念—开展基于观念的探究”实施框架。There are three learning theories for science teaching,including conceptual understanding,discourse-based un⁃derstanding,and aesthetic understanding.Compared with the first two theories,the third theory surpasses them in the oriented scopes of cognition and society,embodying aesthetic dimension of human.In terms of characteristics,the science teaching based on aesthetic understanding theory pursues aesthetic experience,and carries out idea-based inquiry.In terms of practice,it can be implemented through a three-phase framework,which includes defining clear teaching objectives about aesthetic experience,determining ideas for inquiry,and carrying out idea-based inquiry.

关 键 词：科学教学 概念理解 话语理解 美学理解 美感经验 基于观念的探究 

分 类 号：G424[文化科学—课程与教学论]