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本文回顾了自上世纪90年代以来,科学经验在学前儿童科学教育中逐渐受到重视的历程。在肯定学前儿童科学教育应该重视儿童的直接经验的同时,提出科学经验的内涵不应局限于直接感知的经验,更应包括反思性的经验。从社会建构的观点看,儿童科学经验的获得也应有赖于社会建构的过程。儿童的科学经验不仅是一种个人经验,也是一种社会建构。
This article reviews the gradual emphasis of scientific experience in preschool children’s science education since the 90s of last century. While affirming that preschool children’s science education should lay emphasis on the direct experience of children, it is suggested that the connotation of scientific experience should not be limited to the experience of direct perception, but should also include the experience of reflexivity. From the point of view of social construction, the acquisition of children’s scientific experience should also depend on the process of social construction. Children’s scientific experience is not only a personal experience, but also a social construct.