摘要
科学知识通常被认为是不受社会因素影响、不受历史条件制约的,是具有"客观性"、"价值中立性"、"普遍正确性"等特性的。由此,不仅造成科学教育的理论研究相对滞后,师生缺乏对科学知识的反思、批判、追问与探究,而且造成人们不能清醒、深刻地认识到科学知识背后价值因素的渗透,致使师生缺乏对科学知识与道德、价值判断等关系的理解以及对"科学霸权"、"社会霸权"等的分析与认识。实际上,从知识社会学、科学社会学、科学知识社会学等学科以及有关理论流派的研究来看,科学知识与一定社会的价值因素之间是存在着制约与被制约的关系的,科学知识是社会建构的,是具有"社会性"、"价值性"、"境域性"等特性的。清醒、深刻地认识到科学知识的社会建构,对于更新人们的科学知识观、深化科学教育的理论研究、克服课堂教学危机、培养学生的创新意识与能力、促进科学教育进步等,具有十分重要的理论与现实意义。
Scientific knowledge is usually regarded as one which is not affected by social factors and is not restricted by historical conditions, and it is objective, neutral and universal. Thus, this leads to the result that the theory research of scientific education lagged behind relatively, and teachers and students are short of consciousness of reflection, criticism, investigation and exploration. In fact, from research work of knowledge sociology, scientific so ciology and related theories, there is certain relationship between scientific knowledge and social values. Scientific knowledge is social construction, which has quality of society, value and circumstance. It is important and significant to deeply understand the nature of scientific knowledge for renewing people＇s idea of science knowledge, so as to overcome teaching crisis of science curriculum, and to cultivate students consciousness and ability of innovation.
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2008年第3期88-94,共7页
Journal of Northwest Normal University(Social Sciences)
关键词
科学知识
社会建构
社会性
价值性
境域性
scientific knowledge
social construction
quality of society
quality of value
quality ofcircumstance
