| 建构主义对科学教育理论的贡献与局限 |
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| 引用本文： | 张红霞.建构主义对科学教育理论的贡献与局限[J].教育研究,2003(7). |
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| 作者姓名： | 张红霞 |
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| 作者单位： | 南京大学教育科学与管理系 |
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| 基金项目： | 全国教育科学“十五”规划教育部重点课题“小学科学新课程开发与实验研究”阶段性成果 |
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| 摘 要： | 建构主义在教育上的贡献主要在于在教育思想上进一步强调了认知主体的主动性 ,在科学教育上指出了科学知识学习的困难性。但激进的建构主义认识论和方法论在根本上有悖于科学理性 ,将认知主体的主动性和科学学习的困难性夸大为科学知识不可传授 ,这给教育研究和实践带来了混乱。在我国进行科学教育理论探索和实践的过程中 ,在应用建构主义原理发展学生的自主性的同时 ,应注意防止激进的建构主义的负面影响
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| 关 键 词： | 建构主义 科学教育 认知主体 主动性 |
On the Contributions of Constructivism to the Theory of Science Education and Its Limitations |
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| Zhang Hongxia.On the Contributions of Constructivism to the Theory of Science Education and Its Limitations[J].Educational Research,2003(7). |
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| Authors: | Zhang Hongxia |
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| Institution: | Zhang Hongxia |
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| Abstract: | The main contribution of constructivism to education lies in its further emphasis on the initiative of cognitive subject in connetion with educational ideas. Furthermore, the contribution of constructivism to science education is reflected by pointing out the difficulty in the learning of science knowledge. However, the epistemology and methodology of the radical constructivism are essentially in contradiction with the rational of science. Especially, the exaggeration of the initiative of cognitive subject and the difficulty in science learning as the basis of the non impartment of science knowledge has caused confusion in the educational research and practice. In the theoretical exploration and practice of science education, we should not only attach importance to the application of the constructivist principle to the development of student's self independence, but also pay attention to preventing the negative influence of the radical constructivism. |
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| Keywords: | constructivism science education cognitive subject subjective initiative |
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