科学知识观与教师创新能力养成--社会建构论视野中的科学知识性质解析及启示

Idea of Science Knowledge and Cultivating of Teacher’s Innovation Ability—Research and Inspiration on the Quality of Science Knowledge in Social Construction Perspective

在众多教师的观念中，科学知识是具有[客观性]、[价值中立性]、[普遍正确性]等特性的，由此造成教师创新意识淡薄，教师教育研究相对滞后，教师缺乏对知识及课程的反思、批判、追问与探究，致使教师不能清醒、深刻地认识到[科学霸权]、[知识霸权]的存在。从社会建构论的视野来看，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、深刻地认识到这一点，对于更新教师的科学知识观、使教师养成创新意识及能力，深化教师教育研究等，具有十分重要的理论与现实意义。

In the view of teachers， science knowledge has such characteristics as objectivity， value neutrality and universal correctness. These characteristics not only make that the research of teacher education is lagged behind relatively， but also make teachers are short of consciousness of reflection， criticism， investigation and exploration， who cannot distinctly and profoundly recognize [hegemony of science] and [hegemony of society]. In fact， the science knowledge is social constructive， which has the quality of society， value and circumstance from theory of social construction. It has important theoretical and realistic significance for renewing teacher’s idea of science knowledge， deepening the research of teacher education， cultivating teacher’s consciousness and ability of innovation.