科学解释能力培养模式的教育反思与哲学分析

发布时间：2018-01-19 20:44

本文关键词： 科学教育科学解释哲学与教育　出处：《自然辩证法研究》2017年01期 　论文类型：期刊论文

【摘要】：对科学课堂中学生的解释表现和教师的解释行为的研究表明,传统教学对科学解释能力的系统培养存在缺失。美国学者提出的"论断-证据-推理"框架是解决这一问题的有益尝试。然而在取得阶段成果的同时,此框架的哲学基础使其后续研究遇到了瓶颈。故我们引介了科学哲学领域对科学解释的思辨,在此基础上结合哲学理论和教育理论重新审视"论断-证据-推理"框架及基于此框架的科学解释培养模式。在借鉴其培养策略和测评方法的同时,本文限定了科学解释的概念范畴,建议以解释模型发展史为线索,在实证研究基础上重构科学解释能力的学习进阶。
[Abstract]:The research on the students' interpretation performance and the teachers' explanatory behavior in science classroom shows that. There is a deficiency in the systematic cultivation of scientific interpretation ability in traditional teaching. The "argumentation-evidence-reasoning" framework proposed by American scholars is a useful attempt to solve this problem. However, the achievements in the stage are achieved at the same time. The philosophical basis of this framework makes its follow-up study meet with a bottleneck, so we introduce the field of philosophy of science in the field of scientific interpretation of the speculation. On this basis, the framework of "argumentation-evidence-reasoning" and the scientific explanation training model based on this framework are re-examined with the combination of philosophical theory and educational theory, and the training strategies and evaluation methods are used for reference at the same time. This paper defines the concept of scientific interpretation and suggests to reconstruct the learning level of scientific interpretation on the basis of empirical research by taking the history of model development as a clue.
【作者单位】：教育部基础教育课程教材发展中心;北京师范大学物理学系;莱布尼茨科学与数学教育研究所物理教育系;
【基金】：教育部人文社会科学研究规划基金项目“基于科学概念学习进阶的教学设计模型研究”(13YJA880022)
【分类号】：G633.98
【正文快照】： 3.莱布尼茨科学与数学教育研究所物理教育系,德国基尔24118)提出一个“为什么……”问题是儿童乃至人类的天性。人们可以很不经意地问“为什么”,但令人满意地回答此问题却不那么容易,若要在自然科学或社会科学的范式内回答此类问题则更需深入研究。为自然现象建构解释不仅是

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