摘要
中学理科社会性科学议题(SSI)教学是指在中学理科(物理、化学、生物、地理、综合科学等)各学科中结合具体SSI内容而开展的教师教学生学的认识与实践过程。SSI教学作为SSI在教育领域的体现,具有促进学生科学理性与社会理性的有机融合、加深学生对科学本质的理解、提升学生非形式推理与决策的能力等价值。开展SSI教学对中学理科教师提出了两个最大的挑战即:形成SSI课程理解;建构社会性科学议题PCK。为促进教师形成SSI课程理解,应在构建SSI课程生态文化的同时,加强教师自我反思性学习。教师应将理论学习、实践反思、行动跟进三者整合起来进行不断循环,以建构自身的社会性科学议题PCK。
The Socioscientifie Issues （SSI） instruction of secondary school science refers to the knowing and practical process which teacher teach students to learn combined with specific SSI in secondary school science various subjects （physics, chemistry, biology, geography, integrated science, etc）. SSI instruction as the embodiment of the SSI in the field of education, owning the value to promote the organic integration of students＇scientific rationality and social rationality, to deepen students＇understanding the nature of science, to enhance students＇informal reasoning and decision-making ability etc. To carry out the SSI instruction for secondary school science teachers will face the two biggest challenges. One is forming SSI curriculum understanding, the other is constructing Socioscientific Issues PCK. In order to promote teacher to form the SSI curriculum understanding, we should build ecological culture of SSI curriculum and to enhance teachers＇self-reflective learning simultaneously. Teachers should integrate the study of theory with the reflection of practice and the following up of action to cycle unlimitedly so as to construct their own Socioscientific Issues PCK.
出处
《集美大学学报（教育科学版）》
2013年第2期90-95,共6页
Journal of Jimei University：Education Science Edition
基金
教育部人文社会科学规划基金项目"生存论哲学视域下基础教育教学质量本体构建研究"(11YJA880175)
关键词
中学理科
SSI教学
课程理解
PCK
secondary school science
SSI instruction
curriculum understanding
PCK
