【作者】 蔡其勇；

【导师】 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2008， 博士

【摘要】 科学哲学的发展深刻地影响着科学教育及科学课程的改革。20世纪下半叶,西方科学哲学经历了“文化的转向”,使科学哲学实现了由传统科学哲学向科学文化哲学的转变。科学哲学的“文化的转向”使人们对科学的本质的认识由传统向现代转变,科学文化哲学不再是关于知识的认识论,而将会拓展到价值论。科学哲学转向科学文化哲学,有助于在科学与人文之间架起沟通的桥梁,实现科学教育与人文教育的融合,这对于小学科学课程研究具有重要的指导意义。科学哲学是科学教育改革最重要的理论基础。科学哲学的文化转向对科学教育理论的形成与发展产生了重大而深远的影响,可能会引起小学科学课程性质、目标、内容、实施及评价等方面的深刻变革。科学哲学对小学科学课程改革的影响是多方面的。小学科学课程改革充分反映了科学哲学的本质,蕴含着丰富的科学哲学思想。小学科学课程改革的目标可以看成是科学文化的重建,科学不再是一种知识,而是一种文化,是以培养小学生科学文化素养为宗旨。就小学科学课程的内容看,科学知识来源于生活、自然和社会,具有暂时性、主观性和建构性,是人们在探究自然的过程中形成的对世界的根本看法和认识,科学知识是社会建构的,它会不断地被修正和推翻。获得科学知识的最佳途径是“探究”,科学探究过程能使学生获得科学知识、科学技能,培养良好的科学情感态度与价值观。小学科学课程评价是全方位的、多维度的,超越了知识与过程领域,其评价的方式呈现多元化,评价的目的是促进学生全面发展。本文从科学文化、科学知识观、科学知识社会学视角分别对小学科学课程的目标、内容、实施进行了科学哲学检讨,认为我国小学科学课程改革存在三方面主要问题:一是科学知识观绝对化;二是注重科学结论,轻视科学过程;三是重视“读科学”,忽视“做科学”。在对我国小学科学课程改革进行科学哲学检讨的基础上,本文运用科学哲学最新理念,即科学文化哲学理念,建构了小学科学课程体系,力图改变小学科学课程过分强调基础知识和基本技能的科学教育价值观,实现以培养科学素养为价值取向的小学科学课程目标。将科学史、科学哲学、科学社会学知识融入小学科学课程内容中,构建了科学合理的小学科学课程内容体系,使学生不仅要学好科学知识,而且也要知道科学知识的产生与形成的过程;强调小学科学课程要实施以“探究”为中心的科学教学,努力提高学生的科学探究能力,培养学生爱科学、学科学、做科学、用科学的优良品质;强调小学科学课程评价要立足科学文化,注重过程评价,通过评价要促进学生全面发展;明确了小学科学课程资源开发的途径与方法,以及开发的具体内容,通过课程资源开发,促进小学科学课程的建设与发展。作为一种研究视角,当前科学哲学的整体态势是相对主义,这对小学科学课程改革提出了挑战,本文所持的科学哲学观点不是绝对的相对主义,而是温和的相对主义。本文认为,在科学哲学的相对主义指导下,未来小学科学课程改革需要处理好科学真理的绝对性与相对性、科学发展的阶段性与连续性、个体的科学与公开的科学的关系。同时,科学方法的多元化,对小学科学课程也带来了不小的冲击。小学科学课程开发要坚持科学方法的多元化,运用新科学观、新科学方法论指导小学科学课程改革,通过实施以“探究”为中心的科学教学,促进小学科学课程走向科学与人文的融合,实现以培养学生科学文化素养为宗旨的小学科学课程目标。更多还原

【Abstract】 The development of the philosophy of science has great influence on the innovation of science education and science curriculum. In the second half of the 20^th century, the philosophy of science in the western countries experienced cultural turn, which makes the philosophy of science achieve the change from traditional philosophy of science into the philosophy of science and culture. The cultural turn of the philosophy of science has altered people’s understanding of the nature of science from the perspective of tradition to the perspective of modernity. The philosophy of science and culture is extending to the theory of value rather than epistemology concerning knowledge. The turn from the philosophy of science to the philosophy of science and culture facilitates the communication between science and humanity, promoting the integration of science education and humanity education, which is of great significance to the research on primary school science curriculum.The philosophy of science is the key theoretical base in the innovation of education of science. The culture-oriented philosophy of science brings about significant and far-reaching influence on the formation and development of theories of science education, and may trigger in-depth reform in the characteristics, objectives, contents, implementation and assessment of primary school science curriculum. The philosophy of science affects reform in primary school science curriculum in many ways. The reform in primary school science curriculum shows thoroughly the essence of the philosophy of science, containing rich ideas of science philosophy. Its aim can be interpreted as the reconstruction of science culture, which indicates that science is not a sort of knowledge any more, but a culture, with the intention of cultivating pupils’ qualities of science and culture. In terms of the contents of primary school science curriculum, science knowledge originates from life, nature and society. Achieved by people during the exploration of the nature, it is temporary, subjective and constructive. It is socially constructed and can be constantly revised and denied. The best means of obtaining science knowledge is to probe, which can assist students to build on the knowledge, ability, scientific attitude and value. The assessment of primary school science curriculum is all-inclusive and multi-dimensioned, going beyond the fields of knowledge and process. The way of assessment covers a variety of perspectives and the purpose is to enhance students’ all-round development.Based on the philosophy of science, the paper gives a reflection upon the aims, contents, and implementation of primary school science curriculum respectively from the perspectives of science culture, scientific knowledge view and sociology of science knowledge. It sets forth three major problems existing in the reform of China’s primary school science curriculum: absoluteness of scientific knowledge view; more attention to results of science and neglect of science process; emphasis of learning science and disregard of doing scientific research. On the basis of the reflection, the paper adopts the new ideas of the philosophy of science, i.e. the ideas of the philosophy of science culture, to construct the system of primary school science curriculum, change the value of science education which stresses excessively fundamental knowledge and skills and reach the goal of primary school science curriculum that focuses on the cultivation of scientific qualities. The integration of history of science, the philosophy of science and sociology of science into the contents of primary school science curriculum creates scientific and logical content system. This helps students build up awareness of both learning science knowledge well and having good knowledge of the formation and process of science knowledge. It lays stress on inquiry learning-centered teaching method in primary school science curriculum, with the efforts to develop students’ ability in exploration of science and nurture their good traits in loving science, learning science, doing science and using science. It also attaches importance to science culture-based assessment, formative assessment, so that students’ full development can be promoted through assessment. Moreover, approaches and methods of developing primary school curriculum resources, together with specific contents, become explicit, which can push forward the development of primary school science curriculum.As a perspective of research, current philosophy of science has the tendency towards relativism. It is a challenge for the reform in primary school science curriculum, so the viewpoint in the paper keeps to relativism. Under the guidance of relativism in the philosophy of science, the paper states the future innovation in primary school science curriculum needs to coordinate the relationship between absoluteness and relativity of science truth, phase and continuity of science development, individual science and public science. In the meantime, diversity of science methods also has an impact on primary school science curriculum. The development of primary school science curriculum should stick to this diversity, conduct the reform with new views of science and methodology, apply inquiry learning into teaching of science, foster the combination of science and humanity and put the objective of primary school science curriculum directing to the cultivation of students’ scientific qualities into reality.更多还原