新时代科学教育学学科建设探讨  

A Study of the Disciplinary Construction of Science Education

作　　者：侯怀银[1] 刘璐瑶 HOU Huaiyin;LIU Luyao(School of Education Science,Shanxi University,Taiyuan 030006,China)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《云南师范大学学报（哲学社会科学版）》2024年第2期137-147,共11页Journal of Yunnan Normal University：Humanities and Social Sciences Edition

基　　金：国家社会科学基金“十四五”规划2021年度教育学重大课题“中国特色现代教育学体系发展与创新研究”(VAA210003)。

摘　　要：新时代呼唤科学教育学的学科建设,以回应中国教育现代化与科技变革的时代诉求,丰富新时代科学教育学内涵,推动科学教育学理论研究与实践发展,完善中国教育学学科体系以及顺应国际科学教育发展趋势。建设科学教育学学科亟待解决科学教育学的概念界定、研究对象、研究范畴、学科定位及性质、“三大体系”构建、研究方法等基础性问题。为了有效推进这一任务,需要坚持科学教育学学科建设的基本理念,明确科学教育学学科建设的根本思路,处理好科学教育学学科建设中的4对关系以及加强科学教育学学科建设的外在建制。The new era calls for the disciplinary construction of science education,which is a historical response to the demands of the modernization of Chinese education and technological change,and a target for enriching its disciplinary connotations in the new era,for promoting its theoretical research and practical development,for improving its disciplinary system,and for following its international trend in development.The disciplinary construction of science education urgently needs to solve such fundamental problems as the definitions of its disciplinary concepts,its research objects and methods,its research field,its disciplinary identity and nature as well as the construction of the“three major systems”.In order to effectively promote the fulfillment of the task of its disciplinary construction,it is necessary to adhere to the basic concepts,clarify the fundamental ideas,deal with the four pairs of relationships,and strengthen its external organizational structure.

关 键 词：科学教育学 学科建设 新时代 科学教育 大教育学 

分 类 号：G652.0[文化科学—教育学]