在科學(xué)史和科學(xué)教育中，對科學(xué)本質(zhì)的認識，是一項非常重要的內(nèi)容，因為它能影響科學(xué)和科學(xué)教育的發(fā)展。一般認為，科學(xué)是反映客觀事物本質(zhì)和運動規(guī)律的知識體系，是科學(xué)知識、科學(xué)方法和科學(xué)精神三個方面組成的一個不可分割的有機整體。盡管科學(xué)界和教育界對科學(xué)本質(zhì)的表述不盡相同，但基本認識是一致的。

我國初中科學(xué)課程標準中，明確提出“初中科學(xué)課程是體現(xiàn)科學(xué)本質(zhì)的課程”的觀點，并對科學(xué)本質(zhì)做了描述，主要觀點是：科學(xué)知識是人類對客觀世界和自身的系統(tǒng)認識，科學(xué)知識的形成是一個不斷修正的過程;科學(xué)是建立在證據(jù)和理性思維基礎(chǔ)上的;科學(xué)是一個開放的系統(tǒng)，科學(xué)知識具有相對穩(wěn)定性，但不是絕對的真理，可驗證性是科學(xué)知識的重要特征;科學(xué)建立在誠信的基礎(chǔ)上，崇尚求真務(wù)實、堅持真理和創(chuàng)新，也受科學(xué)道德和一般社會道德的雙重約束。

美國《國家科學(xué)教育標準》提出，科學(xué)是格物致知的一種路徑，其基本特點是以實證為判別尺度，以邏輯作論辯的武器，以懷疑作審視的出發(fā)點。

英國學(xué)者溫·哈倫編著、韋鈺院士翻譯的《科學(xué)教育的原則和大概念》一書中，提出了若干科學(xué)本身的大概念，如：科學(xué)認為每一種現(xiàn)象都具有一個或多個原因;科學(xué)上給出的解釋、理論和模型都是在特定的時期內(nèi)與事實最為吻合的;科學(xué)發(fā)現(xiàn)的知識可以用于開發(fā)技術(shù)和產(chǎn)品，為人類服務(wù);科學(xué)的應(yīng)用經(jīng)常會對倫理、社會、經(jīng)濟和政治產(chǎn)生影響。

教師對科學(xué)本質(zhì)的理解程度，影響著學(xué)生的科學(xué)價值觀形成，也決定著教師的教學(xué)水平。曾經(jīng)有一位科學(xué)教師，在執(zhí)教磁鐵的性質(zhì)時，為學(xué)生演示消磁的實驗。教師首先用磁化的螺絲刀去吸引一堆回形針，吸起了3枚，說明螺絲刀帶磁性;為了證明敲擊可以消磁，教師用螺絲刀在桌邊敲擊多次后，再去吸引回形針，發(fā)現(xiàn)螺絲刀還能吸引1枚，只見教師的手指輕輕一抖，螺絲刀上就沒有回形針了，“順利”地證明了敲擊可以消磁。分析教師的演示過程，我們可以發(fā)現(xiàn)：為了求得正確的結(jié)果，教師不惜作假以達到目的。這樣的結(jié)果也許一時取得效果，但是其背后所呈現(xiàn)出的教師對科學(xué)本質(zhì)認識的缺陷，隱藏著巨大的負面影響，導(dǎo)致學(xué)生對證據(jù)不尊重和對所謂正確知識的盲目追求，大大削弱了科學(xué)課程的教育價值。

為了幫助一線教師理解科學(xué)，在教學(xué)中把握科學(xué)的本質(zhì)特征，有科學(xué)家和教育家合作，提出從四個維度認識科學(xué)：科學(xué)是一系列的思維方式，科學(xué)是一套研究方法，科學(xué)是一種知識體系，科學(xué)要和技術(shù)與社會相互作用?？茖W(xué)教師要理解科學(xué)本質(zhì)的主要內(nèi)容，內(nèi)化為自己穩(wěn)定的思想。如果科學(xué)教師把科學(xué)當作永遠正確的知識結(jié)果，那么教學(xué)中也會呈現(xiàn)科學(xué)萬能的思想觀點，造成教學(xué)上的唯書唯上，對科學(xué)教育不利。

研究表明，科學(xué)本質(zhì)是可以教學(xué)的。從教師的角度看，閱讀科學(xué)史和相關(guān)的科學(xué)哲學(xué)、科學(xué)學(xué)術(shù)著作等書籍，有利于教師加深對科學(xué)的理解?？v觀科學(xué)史的發(fā)展，檢視歷史上科學(xué)家對科學(xué)的貢獻，從中可以讓人體會到科學(xué)的本質(zhì)和社會功用，理解科學(xué)技術(shù)的“雙刃劍”的意義，為教師進行科學(xué)教育提供良好的價值導(dǎo)向。

從學(xué)生的角度看，通過把科學(xué)史融入教學(xué)中，也可以很好地促進他們對科學(xué)本質(zhì)的理解。對學(xué)生進行科學(xué)本質(zhì)的教學(xué)，是通過一個個的教學(xué)活動達成的，教師在利用教材設(shè)計教學(xué)活動的時候，要巧妙地把科學(xué)本質(zhì)的意義融入其中，如證據(jù)意識的培養(yǎng)，證實和證偽方法的運用，實事求是態(tài)度的培養(yǎng)等，這些體現(xiàn)科學(xué)本質(zhì)的教學(xué)內(nèi)容，也應(yīng)該貫穿于每一節(jié)科學(xué)課中。

喻伯軍

浙江省教研室副主任

小學(xué)科學(xué)特級教師

教育部科學(xué)課程標準修訂組核心成員

Science Teachers Should Understand the Nature of Science

YU Bojun

中圖分類號：G424??????????????? 文獻標識碼：A???????????????? DOI：10.16400/j.cnki.kjdkx.2021.02.002

YU Bojun

Deputy Director of Zhejiang Provincial Teaching and Research Office

Primary School Science Teacher

Core member of Science Curriculum Standard Revision Group of Ministry of Education

In the history of science and science education， the understanding of the nature of science is a very important content， because it can affect the development of science and science education. It is generally believed that science is a knowledge system reflecting the essence and movement law of objective things， and an inseparable organic whole composed of scientific knowledge， scientific methods and scientific spirit. Although the scientific and educational circles have different views on the nature of science， their basic understanding is the same.

In China's junior high school science curriculum standard， it clearly puts forward the view that "junior high school science curriculum is the curriculum reflecting the nature of science"， and describes the nature of science. The main points are as follows： scientific knowledge is human's systematic understanding of the objective world and itself， the formation of scientific knowledge is a process of constant revision; science is based on evidence and rational thinking; science is a process of innovation. As an open system， scientific knowledge is relatively stable， but not absolute truth， and verifiability is an important feature of scientific knowledge. Science is built on the basis of honesty， advocating truth-seeking and pragmatism， adhering to truth and innovation， and is also subject to the double constraints of scientific morality and general social morality.

According to the "National Standards for Science Education" of the United States， science is a way to seek knowledge from things. Its basic characteristics are that it uses positivism as the criterion， logic as the weapon of argument， and doubt as the starting point of examination.

In the book "Principles and Concepts of Science Education"， edited by British scholar Wen Harlan and translated by academician Wei Yu， some big concepts of science itself are put forward. For example， science believes that every phenomenon has one or more reasons; the explanations， theories and models given in science are most consistent with the facts in a specific period; the knowledge of scientific discovery can be used for development Technology and products serve human beings; the application of science often has an impact on ethics， society， economy and politics.

Teachers' understanding of the nature of science affects the formation of students' scientific values， and also determines teachers' teaching level. There was once a science teacher who demonstrated degaussing experiments for students when he was teaching the properties of magnets. First， the teacher used a magnetized screwdriver to attract a pile of paper clips and picked up three， indicating that the screwdriver is magnetic. In order to prove that knocking can demagnetize， the teacher used a screwdriver to knock on the table for many times， and then went to attract the paper clips. It was found that the screwdriver could still attract one. Only when the teacher's fingers gently shook， there was no paper clip on the screwdriver， which "smoothly" proved that knocking can be used degaussing. By analyzing the process of the teacher's demonstration， we can find that in order to get the right result， the teacher does not hesitate to cheat in order to achieve the goal. Such a result may be effective for a while， but the defects of teachers' understanding of the nature of science behind it hide a huge negative impact， which leads to students' disrespect for evidence and blind pursuit of the so-called correct knowledge， and greatly weakens the educational value of science curriculum.

In order to help the front-line teachers understand science and grasp the essential characteristics of Science in teaching， scientists and educators cooperate and propose to understand science from four dimensions： science is a series of ways of thinking， science is a set of research methods， science is a knowledge system， and science should interact with technology and society. Science teachers should understand the main content of the nature of science and internalize it into their own stable thoughts. If science teachers regard science as the forever correct result of knowledge， then the omnipotent idea of science will also appear in teaching， resulting in the only book only teaching， which is not conducive to science education.

Research shows that the nature of science can be taught. From the teacher's point of view， reading the history of science and related scientific philosophy， scientific academic works and other books is helpful for teachers to deepen their understanding of science. Throughout the development of science history and the contribution of scientists to science in history， we can understand the nature and social function of science， understand the significance of "double-edged sword" of science and technology， and provide good value orientation for teachers to carry out science education.

From the perspective of students， the integration of science history into teaching can also promote their understanding of the nature of science. The teaching of the nature of science to students is achieved through teaching activities. When teachers design teaching activities with teaching materials， they should skillfully integrate the meaning of the nature of science into them， such as the cultivation of evidence consciousness， the application of confirmation and falsification methods， and the cultivation of practical attitude. These teaching contents that embody the nature of science should also run through each section in science class.