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STS教育作为科学教育改革中的一种全新理念,目前已经得到教育界和科技界的广泛认可,但在我国STS教育发展十分缓慢,其原因是多方面的。本从化角度分析了影响我国STS教育发展的三大因素:传统化注重人,轻视科学技术;传统化中存在实用主义倾向,使科学技术未能上升为理论;传统化在引进和吸收西方科学化过程中出现了偏差。 相似文献
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Over the last decades the notion of learning has become increasingly popular both as an intellectual site of investigation and as an organizational aspiration. However, learning has many—sometimes contradictory—meanings. For pragmatic sociologists and researchers in science and technology studies (STS) the notion may appeal because of its connotations of ongoing and unpredictable transformation. Yet, a more predominant viewpoint associated with cognitive research, conceive of learning in terms of organized and controllable change processes. We characterize the latter viewpoint as the unbearable lightness of learning. We use Argyris and Schön’s model of organizational learning to illustrate some of the problematic theoretical assumptions and empirical consequences, which are entailed by viewing learning in exclusively cognitive terms. Prominent among these is the inability to analyze social and technologically mediated organizational learning. In conclusion, we argue that alternative models for organizational learning could find inspiration in science and technology studies. 相似文献
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本文根据STS教育理论 ,阐述了物理课程中进行STS教育的目标 ,简介了我国在物理课程中进行STS教育的实践 ,并针对我国当前存在的问题提出对策。 相似文献
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从充分利用STS资源、加强实验教学、进行生物学史教育、模拟决策等几个方面,探讨了如何在生物教学中培养学生科学素养。 相似文献
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文章再介绍五个“中学DIS物理创新实验”,说明DIS物理创新实验能有效地培养学生各项能力、STS意识和科学素养,探究教师中开展中学DIS物理实验设计、研究和培训的可行性和必要性. 相似文献
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在STS教学的实践中,首先要了解STS内容的构建方式及其教学方法。本文以加拿大科学课程专家埃肯海德(G.S.Aikenhead)教授的课程理论解读苏教版高中化学各个模块(专题)STS内容构的建方式,探析其教学方法以及方法背后的STS教育思想。 相似文献