促进科学本质理解的多元教学路径——科学本质教学的国际视角与启示  

Multiple Teaching Routes to Promote the Understanding of the Nature of Science:The International Perspective and Enlightenment of the Nature of Science Teaching

作　　者：黄晓[1] HUANG Xiao(Zhejiang Normal University,Jinhua 321004)

机构地区：[1]浙江师范大学教育学院,321004

出　　处：《教育科学研究》2023年第9期52-59,共8页Educational Science Research

基　　金：2021年度全国教育科学规划国家一般课题“高质量教育视域下科学本质理解转化的实证研究”(BHA210121)的成果之一。

摘　　要：作为科学素养的核心,科学本质理解需要显性教学。立足本土化的科学本质教学实践探索,提出了促进科学本质理解的多元教学路径,即科学探究教学、融入科学史哲的教学、科学论证教学、基于社会性科学议题的教学以及科学阅读与科学写作等。进而提出科学本质教学要走向综合、开放、多元,具体表现为:厘清科学本质的内涵与定位,使科学本质教学目标显性化;挖掘不同教学方法的教育价值,丰富和创新科学本质教学方法;发展教师关于科学本质的学科教学知识,探索促进科学本质理解的新路径;基于科学学科知识,建构科学本质的教学评价体系。Understanding the nature of science(NOS)is the core of scientific literacy,it requires explicit teaching.Based on the text analysis of the international NOS empirical research,the multipule teaching routes of NOS were put forward.Namely,scientific inquiry teaching,history and philosophy of science teaching,scientific argumentation,scientific reading and writing,integrating socioscientific issues,etc.Further,we put forward four points of views which are clarifying the connotation,orietntation and goal of NOS,excavate the educational value of different teaching methods and innovate the diversified NOS teaching,to develop teachers’PCK of NOS and explore a new way of NOS teaching,constructing the evaluation system of NOS teaching combining with science subject knowledge.

关 键 词：科学本质 科学探究 科学史哲 科学论证 社会性科学议题 

分 类 号：G424.1[文化科学—课程与教学论]