理科教师科学本质教学话语的重建

Reconstructing Sciences Teachers' Instructional Discourse of Scientific Essence

培养学生适当理解科学本质观是科学教育的目标之一。传统科学本质观下的教学话语会使学生形成传统的科学本质观,容易导致学生机械性学习而非理解性学习,使学生很难具有批判性精神和创造性精神。当代科学本质观下的教学话语有可能促进学生对于科学本质的理解,有助于学生对于科学内容的理解,对学生的思维方式产生积极的影响。理科教师科学本质教学话语重建的基本策略有:反思科学本质,重建科学本质观;转变认识角度,重建认识论范式;区别观察和推论,重建跨越性话语;区别定律和理论,重建产生式话语;设计认识论主题,重建认识论话语;设计反思性活动,重建认识论反思性话语。

One of the goals of scientific education is to train students to ha v e an appropriate understanding of the concept of scientific essence. The instruc tional discourse in the traditional view of scientific essence will contribute t o the establishment of students' traditional view of scientific essence,leading students to study mechanically instead of understandingly,thus hard for studen ts to acquire the critical and creative spirits,while the instructional discour se in the view of modern scientific essence may promote students' understanding of the scientific essence,help students to understand the scientific content an d play a positive role in students' creative thinking. As to the reconstruction of sciences teachers' instructional discourse of scientific essence,we have the following strategies: reconstructing the view of scientific essence by reflecti ng the scientific essence; reconstructing the norm of epistemology by changing t he angle of realization; reconstructing the transcending discourse by discrimina ting observation and inference; reconstructing the productive discourse by diffe rentiating the laws and theories; reconstructing the discourse of epistemology b y designing the theme of epistemology; reconstructing the reflective discourse o f epistemology by devising the reflective activities.