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1.
讨论了科学课程应该涵盖的内容、应该具有的合理结构的体系,以及思维方式发展规律是设计科学课程体系合理结构的重要依据,在此基础上讨论了综合科学课程与分科科学课程的任务与定位,以及我国初中综合科学课程生存力不强的原因。 相似文献
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《中学政治教学参考》2017,(6)
历史性是马克思讨论科学思想的重要逻辑线索之一。长期以来,科学哲学研究忽视了科学的历史维度,用抽象与静态的科学概念取代现实科学的真实描述,导致静态知识观。马克思认为科学蕴含在历史之中,科学实践为历史所反映,科学应当在历史中考察,实现自然史与人类史、科学史与社会史的统一。马克思科学历史性思想主要表现在三个方面:明确科学发展具有阶段性特征,强调科学实践史对旧哲学的批判,讨论历史对社会与科学发展的特殊性。 相似文献
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弘扬科学精神与人文精神 总被引：9，自引：0，他引：9
关于“科学精神与人文精神”的话题,是20世纪90年代以来中国知识界持续而热烈讨论的话题。直到今天,这场讨论似乎仍在继续,并且有了更加丰富而深刻的意蕴。这次演讲我想谈谈以下三个问题:一是关于“科学精神与人文精神”讨论的背景;二是如何理解科学精神与人文精神;三是弘扬科学精神与人文精神的意义。一、关于“科学精神与人文精神”讨论的背景首先,我们回顾一下关于“科学精神与人文精神”讨论的背景。关于“人文精神”的讨论大约是从1993年开始的。发表在《上海文学》1993年第6期题为“旷野上的废墟——文学和人文精神的危机”也许是最初… 相似文献
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讨论科学教育与人文教育的关系，可以从不同的视角，如科学教育与人文教育的观念的融合或冲突，科学教育与人文教育对人的教育价值，科学教育与人文教育在教育中的地位等方面讨论。本文主要结合科学教育和人文教育对人的教育作用，讨论科学教育和人文教育在不同时期的地位，以及当前应如何处理科学教育与人文教育的关系。 相似文献
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孙中才 《信阳师范学院学报(哲学社会科学版)》2008,28(1):101-105
从常规科学学科的基本结构出发,讨论农业经济学的科学基础,焦点是其科学活动的内容和方法。讨论结果阐述了农业经济学中数理分析、测度计量与实际验证这3个活动层次的科学性的定义和功能。从而探讨了学科在科学化进展中需要解决的基本问题,强调了学科建设的基本方向。 相似文献
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本文论述了过去100年中基础医学科学在本科生医学课程中的作用和课程改革,讨论了进入21世纪之际仍然反映在医学教育中科学与技艺之间的紧张关系。 相似文献
8.
本文讨论了科学文化与人文文化的关系。在现代科学文化与人文文化走向整合的潮流下 ,学校教育应当把二者结合在一起 ,全面提高学生素质。从理工科大学的教学实际出发 ,提出了科学教育人文化的主张 ,并认为 ,理工科大学进行科学文化教育的同时贯穿人文教育 ,通过科学文化教育进行人文教育 ,从而达到素质教育的目标 相似文献
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科学探究就是人们在研究各类科学特别是自然科学问题时所采取的方法.科学探究教学法,是我们在教育教学中采取的一种方法.主要包括提出问题,猜想假设、实验验证,结果与讨论等步骤.本文只要讨论科学探究方法及其在教学中的应用. 相似文献
11.
王兆鸿 《南京晓庄学院学报》2003,19(2):86-88
文章着重谈STS对中学物理教育的渗透及其对中学物理教育改革的影响,涉及STS的含义及其要解决的基本问题、我国中学物理教学的现状、STS与中学物理教育相结合的内容等问题。 相似文献
12.
Bugrahan Yalvac Ceren Tekkaya Jale Cakiroglu Elvan Kahyaoglu 《International Journal of Science Education》2013,35(3):331-348
The international science education community recognises the role of pre‐service science teachers’ views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre‐service science teachers’ STS views signal the strengths and the weaknesses of science education reform movements. Turkey, a country that follows the international reform movement, aims at improving citizen’s understanding of the STS interdependence to enable them to fully participate in an industrialised, democratic society. This study explores the Turkish pre‐service science teachers’ views (n = 176) on STS issues and discusses the ongoing reform efforts’ strengths and weaknesses within the context of the study findings. Data were collected through an adopted “Views on Science–Technology–Society” instrument. Analysis revealed that many participants held realistic views on science, technology, and society interdependence, while their views on technology and the nature of science were differed. Some viewed technology as an application of science, and some viewed science as explanatory and an interpretation of nature. Most agreed that the scientific knowledge is tentative but they did not present a thorough understanding of the differences between hypotheses, laws, and theories. 相似文献
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David Kirk 《课程研究杂志》2013,45(6):669-681
STS (Science, Technology, Society) approaches to science education challenge teachers’ conceptions of the discipline and of pedagogy. This paper deals with the change in teacher thinking necessary to cope with integrated science and STS education. It involves reflection on the moral basis of the subject matter and its teaching. Based on interviews with Canadian and German teachers the authors note that while teacher thinking is rooted in the discipline, and the discipline is the context for teacher reflection about STS approaches, it is also a source of constraint. This constraint raises concerns about the possibility of STS science. The authors consider how integration might enable teachers to overcome the elementarization of school knowledge and work towards helping students cope with the problems of real life. 相似文献
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Radhika Gorur Mary Hamilton Christian Lundahl Elin Sundström Sjödin 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):1-15
ABSTRACTScience and Technology Studies (STS) has been surprisingly slow to become widely known and deployed in the field of education. Yet STS has a rich array of concepts and analytical methods to offer to studies of: knowledge practices and epistemic cultures; the interrelationship between states and knowledge; regulatory practices, governance and institutions; and classrooms, pedagogy, teaching and learning. Most importantly, it provides a fresh perspective on how power operates in ordering societies, disciplining actors and promoting ideas and practices. In this paper, we provide an introduction to STS and elaborate what it offers education scholars. Using examples from the emerging body of STS work in the field of education, and in particular from the papers in this special issue, we argue that STS is not only useful, but an exciting and generative form of critique – one that is especially suited to investigating contemporary issues in education policies and practices. 相似文献
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Nasser Mansour 《Journal of Science Teacher Education》2010,21(5):513-534
The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers’ perceptions. The purpose
of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues
into the science curriculum and identify the factors that influence their decisions concerning integrating STS issues (or
not). The study used mixed methods (questionnaire and interviews) with Egyptian science teachers who teach science courses
for 12- to 14-year-old students. The findings indicate that unless curriculum developers take account of teachers’ beliefs
and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum
materials, these materials are unlikely to be implemented according to their intended plan. 相似文献
17.
贾竹君 《湖南科技学院学报》2006,27(5):300-302
关于科学、技术和社会三者关系的教育就是STS教育.要将STS教育渗透到大学物理教学中去,就必须充分了解STS教育产生和发展的社会历史背景.然后制定切实可行的教学策略. 相似文献
18.
This article introduces the Kumar and Chubin-edited collection, Science, Technology, and Society: A Sourcebook on Research and Practice (Kluwer Academic/Plenum Publishing, New York). STS, a hybrid area of scholarship focuses on science-technology-society interactions, draws on the intellectual resources of scientists, educators, engineers, social scientists, and philosophers inside and outside academe. A dozen chapters examine STS trends, curriculum, teaching, learning, mentoring, advocacy, public policy, and issues for further research. 相似文献
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Stuart O. Yager Hakan Akcay Ozgur Kivilcan Dogan Robert E. Yager 《Journal of Science Education and Technology》2013,22(6):974-983
Science/Technology/Society (STS) as a reform effort has been active in Iowa for three decades. A program called Iowa Chautauqua has evolved over the four decades to promote K-12 STS teaching in Iowa’s 300 school districts. This is a study of how teachers have become Teacher Leaders of the reforms and lead other teachers who enroll as new teachers and schools each New Year. All were involved with Action Research projects each year while also assisting graduate student teams who serve as research associates. In this study, students were asked to identify specific teacher actions that were designed to make student learning more successful. The study examines general student views of teacher actions as well as specific examples of how students interact with the teacher and how the teachers encourage greater student/student involvement. The results show success with STS and how it defines science and affective actions of teachers in classrooms. Student views of Teacher Leaders, new Chautauqua teachers, and Control Teachers with no STS or Chautauqua experiences provide ways of recognizing successes of current reform efforts. 相似文献
20.
文章采用Kumar和Berlin在1998年设计的、划分STS教育标准的工具,通过内容分析研究法,对我国《全日制义务教育科学（7～9年级）课程标准（实验稿）》进行分析。此工具分三大类别,共含15项标准。结果表明,STS理念在《标准》中有很好的体现,但STS教育理念的重要性强调仍不足,这其中还有很多值得反思的问题。 相似文献