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皮亚杰的发生认识论是学习心理学和科学认识论的统一。它阐述了科学概念建构的心理机制，蜕去了一些基础科学概念身上的先验色彩，揭示了科学历史发展的基本逻辑。该文通过对儿童究竟如何建立时间概念的这个问题进行探讨，以管中窥豹的方式对皮亚杰理论之于科学教育的价值进行了阐发，以表明小学科学教育其实并没有我们想象的那么简单。皮亚杰理论对当代科学教育最重要的启示莫过于以学习心理学和科学认识论的统一让科学史与科学哲学真正走进科学教育，推动科学课程建构与教学实施从表述的逻辑走向发现的逻辑。
Abstract：Piaget's genetic epistemology represents a unification of learning psychology and scientific epistemology. It elucidates the psychological mechanisms behind the construction of scientific concepts and removes the a priori nature of some fundamental scientific concepts, revealing the basic logic of the historical development of science. This paper explores how children establish the concept of time to illustrate, from a narrow lens, the value of Piaget's theory for science education, showing that primary science education is not as simple as it might seem. The most important insight of Piaget's theory for contemporary science education is the integration of the history and philosophy of science into science education through the unification of learning psychology and scientific epistemology. This approach promotes the construction of science curricula and the implementation of teaching from the logic of presentation to the logic of discovery.
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基本信息:
中图分类号:G623.6
引用信息:
[1]郑旭东,王楠鑫,周子荷.儿童如何学科学：再思皮亚杰的理论及其科学教育价值[J].中国电化教育,2025,No.460(05):68-74.
基金信息:
2024年国家教师发展协同创新实验基地建设专项研究(项目编号：CCNUTEIII 2024-08); 华中师范大学2024年教师教育专项研究(项目编号：CCNUTEI2024-04)研究成果
2025-05-10
2025-05-10