在儿童科学教育中应去泛灵论

On Removing Animism in The Function of Children's Science Education

儿童思维具有泛灵论的特点,与早期人类意识发展所经历的阶段是相似的,会将无生命的事物看成是有生命的事物。儿童思维的泛灵论只是儿童心理发展过程的一种倾向,与科学教育中的模拟法和类比法有很大差别,表现出一定的局限性。教师尤其是科学教师为激发儿童学习兴趣而利用泛灵论特点进行教学,实际上并不能实现科学教育的目标。相反,教师应从认识论的角度出发,引导儿童参与科学探究活动,通过观察与实验理解科学事实,交流与质疑形成科学认识,体验真实的科学发现过程,能够科学地看问题、解决问题。教师还要树立正确的科学观,成为儿童科学学习的榜样,使科学教育真正达到去泛灵论的作用。

Children＇ s thinking has the characteristics of animism, and it＇ s similar to the development stage of early human consciousness. They usually consider the inanimate things as animate things. However, the animism is only a tendency in children＇s psychological develop- ment. It＇s very different from simulation method and analogy method in science education, and shows some limitations. Teachers, especially science teachers, use animism to arouse children＇s interest in their teaching, but actually the goal of science education cannot be achieved in this way. Instead, teachers should guide children to participate in the activities of scientific inquiry from the epistemological perspective, help them understand scientific facts by observation and experiment and form scientific understanding by commmlication and questioning, teach them to ex- perience the reality of scientific discovery process, and finally educate them to see and solve problems scientifically. Meanwhile, teachers need to have correct scientific views, set a good example for children＇s science leaming. Finally, the goal of children＇s science education in removing animism can be realized.