摘要
科学观是制约科学课程发展的重要变量。就类型而言，科学观包括本质观、发展观、价值观和习得观等内容；从形态来看，科学观包括显性、隐性和“实践”等存在形式。恰当的科学观教育有助于学生世界观、自然观、发展观和人生观的形成与发展。由于实现途径的差别，科学观对科学课程的规划、设计和实施的制约表现为观念性和资源性影响两个方面。
Scientific outlook is an important variable that restricts the development of science education. Scientific outlook has several types, including the outlook of nature, development, value, learning, etc. Scientific outlook also has several forms, including visible form, invisible form and ＂practice＂ form, etc. Suitable scientific outlook education is helpful to forming and developing students＇ outlook of world, nature, development and life. Because of. the difference of realizing approaches, scientific idea restricts the programming, design, and actualization of science curriculum in two aspects, that is the effect of outlook and resources.
出处
《课程．教材．教法》
CSSCI
北大核心
2007年第9期55-59,共5页
Curriculum，Teaching Material and Method
基金
全国教育科学“十五”规划重点课题：应对教师专业化的高师院校学科教学论课程改革研究
国家博士后基金课题：理科教师课程开发能力发展的叙事研究。
关键词
科学观
科学课程
课程发展
课程设计
scientific outlook
science curriculum
curriculum development
curriculum design
