【摘要】：關(guān)注物理教科書中科學(xué)家形象的描繪是科學(xué)教育文化品性的需要,科學(xué)教學(xué)心理規(guī)律的需要,以及科學(xué)教育公平的需要。我國(guó)中學(xué)物理教科書中科學(xué)家形象的描繪現(xiàn)實(shí)表現(xiàn)為亞里士多德形象的"空洞"與"撕裂",科學(xué)家形象的"碎片化",以"思想方法"替代形象描繪以及"科學(xué)家形象"退化為"科學(xué)家名字"�？茖W(xué)家形象描繪現(xiàn)狀的深層原因包括科學(xué)史觀的缺省,科學(xué)觀的過度意識(shí)形態(tài)化以及物理教科書編寫邏輯的缺位。教科書中描繪科學(xué)家形象的超越之道包括系統(tǒng)謀劃科學(xué)家形象的描繪,融科學(xué)家形象于講故事之中以及激活科學(xué)課程教學(xué)思想的脈絡(luò)。
[Abstract]:Paying attention to the description of the image of scientists in physics textbooks is the need of the cultural character of science education, the need of psychological law of science teaching, and the need of fairness in science education. The depiction of the scientist image in the physics textbook of middle school in our country shows that Aristotle's image is "empty" and "torn apart", the scientist image is "fragmented", and "thought method" is used to replace the image description and "scientist". The image "degenerated into the name of the scientist". The deep reasons for the image description of scientists include the default of the view of science history, the excessive ideology of the view of science and the absence of logic in compiling physics textbooks. The transcendental ways to describe the image of scientists in textbooks include the systematic design of the images of scientists, the fusion of images of scientists into storytelling and the activation of the context of teaching ideas of science courses.
【作者單位】： 首都師范大學(xué)教育學(xué)院;
【分類號(hào)】：G633.7

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