本文選題：科學(xué)教育 + 發(fā)展歷程��； 參考：《全球教育展望》2010年12期

【摘要】：我國近現(xiàn)代科學(xué)教育從濫觴到形成,歷經(jīng)了長期而曲折的過程。我國近現(xiàn)代科學(xué)教育,是中西文化交流的產(chǎn)物。這一過程,又是在十分特殊而復(fù)雜的歷史環(huán)境中進(jìn)行的,影響的因素涉及政治、經(jīng)濟(jì)、軍事、社會(huì)、文化、思想、學(xué)術(shù)和社會(huì)心理諸多方面。這一過程可分為導(dǎo)入時(shí)期、興起時(shí)期、形成時(shí)期和改革時(shí)期。這一過程的特點(diǎn),可以用漸、攝、融、構(gòu)做出表征。即一方面是西學(xué)通過耶穌會(huì)傳教士傳入、滲透,逐步地進(jìn)入中國,另一方面是我們主動(dòng)地、有意識(shí)、有目的地向西方吸取(當(dāng)然,這其中也有中學(xué)西被)。同時(shí),又需要不斷地融合、貫通,需要不斷地超越、建構(gòu)。發(fā)展我國的科學(xué)教育事業(yè),使其屹立于世界科學(xué)教育之林,是歷史賦予當(dāng)代科學(xué)教育工作者的職責(zé)。
[Abstract]:Science education in modern China has gone through a long and tortuous process from its origin to its formation. China's modern science education is the product of cultural exchanges between China and the West. This process is carried out in a very special and complex historical environment, and the factors affecting it are political, economic, military, social, cultural, ideological, academic and social-psychological aspects. This process can be divided into the period of introduction, the period of rise, the period of formation and the period of reform. The characteristics of this process can be characterized by gradual, photographic, fusion and construction. That is, on the one hand, western learning was introduced, infiltrated and gradually entered China through Jesuit missionaries. On the other hand, we took the initiative, consciously, and purposefully absorbed it from the West. At the same time, the need for continuous integration, through, need to constantly transcend, construction. The development of science education in China and its standing in the forest of world science education is the duty entrusted by history to the contemporary science educators.
【作者單位】： 浙江師范大學(xué)課程與教學(xué)研究所;
【基金】：國家社會(huì)科學(xué)基金教育學(xué)一般課題“我國科學(xué)教育的歷史發(fā)展與價(jià)值轉(zhuǎn)型研究”(課題批準(zhǔn)號(hào):BHA1010056)成果
【分類號(hào)】：G529

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本文編號(hào)：2064180