论科学教育发生的哲学基础

On the Philosophical Basis of the Occurrence of Science Education

Although the Constructivism，which integrates the ontology and epistemology，inherently conforms to the need of the development of science education，it still needs in-depth philosophical consideration on the problems about the process of formation of students as subjects，the confirmation of subject status，the source of the subjectivity of scientific knowledge and the probability of scientific inquiry． In fact，the status of students as subjects should be investigated from the process． There is neither a time point at which the students have subject status nor a proper age for the start of science education development． On the contrary，science education itself has actually become one of the key factors for the formation of the students’- subject status． Thus，the beginning of the process of the subject formation given by Jacques Lacan can be carried out as an important reference for the start point of scientific education activities． The subjectivity of scientific knowledge is derived from the cultural attribute of students’-daily life and the“experience” that students obtain，as well as difference of cognitive ability ( innate cognitive system and its development) ． The nature of scientific inquiry is a great scientific exploration that takes students as researchers，rather than confirms the rationality of existing scientific knowledge． The scientific inquiry activity in science education is necessary and is possible，but not universal． It should be used cautiously and properly． It can be asserted that only under the guidance of Constructivist philosophy of Science，can science education get out of the contemporary predicament to realize“everyone has scientific literacy”．