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我们正处在世纪之交。 回眸二十世纪中小学的科学教育,不难发现,它大体经历了如下发展轨迹: 科学知识——科学方法——科学素养 二十世纪初的科学教育等同于科学知识的教育,它关注科学事实、科学概念、科学定律、科学原理的传递,因为这些知识符合斯宾塞“为完满生活作准备”的价值标准。教师讲授、实物演示、学生读书是科学知识教学的主要方法,考核也是以知识记忆的多寡为评分标准的。美国斯坦福大学的赫德曾提到的二十世纪初美国的—个小学科学大纲就是这样一个典型:“大纲所列的内容绝大部分
We are at the turn of the century. Looking back at the science education in primary and secondary schools in the 20th century, it is not difficult to find that it has undergone the following development tracks in general: Scientific knowledge - scientific methods - Scientific literacy The education of science in the early twentieth century was equivalent to education of scientific knowledge. It focused on scientific facts , The conception of science, the laws of science, and the transmission of scientific principles, as these qualify as Spencer's “standard of preparation for a perfect life.” Teacher lectures, physical demonstration, student reading is the main method of teaching scientific knowledge, assessment is based on the amount of knowledge and memory for the grading standards. A primary American syllabus for the United States in the early twentieth century mentioned by Hurd at Stanford University in the United States is such an example: "Most of the contents of the outline