人类世背景下科学教育的再思考

Jane Gilbert, 闫进芳

Abstract

人类世的到来对传统科学教育提出了根本性挑战，现行科学课程以科学“成果”为核心的模式已难以适配新时代需求。本文主张对科学教育进行实质性重置，将科学的“元层面理解”置于核心位置，替代传统课程中对科学内容、探究模式或内部社会实践的侧重。文章分析了人类世的核心特征及其对科学本质、教育目的的重塑作用，提出以解构主义方法论培养学生的元认知能力，助力其突破固有思维框架，形成多元复杂的思考方式与变革能力。研究认为，面向人类世的科学教育应立足现有基础创新，既要保留科学的核心维度，又要重构其目标与形态，最终支撑人类应对气候变化等全球性危机，共同创造多元未来。

Keywords

人类世科学教育元认知解构主义课程重构气候变化

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