The Study Of Cultural Attributes Of Science And Contemporary Science Curriculum Construction

Education is not only an activity of cultural heritage, but also an activity of cultivatinghuman beings, so education is considered to be a process of fostering person by culture. Inthe traditional view of science, curriculum is thought to be permanent science that compriseof certain knowledge, which narrow our sight about science education and sciencecurriculum. Our current research and practice of science education should take thehistorical responsibility of closely linking the construction of science curriculum to thedemonstration of the cultural implication of science, focusing on the practice request ofChinese cultural soft power construction, and thus reflecting and enhancing our currentscience education. These works have important realistic significance.Base on the idea of "science is a culture" and the research results of cultural studies,philosophy of science, sociology of science, and pedagogy, using literature analysis andquestionnaire, we probe into the three issues as follows. What is the relationship betweenscience and culture? What cultural attributes of science since as a kind of culture? How thisculture attributes of science affect science curriculum?On account of the above research questions, in the first two chapters of this paper wecarries out the theory construction of the cultural attributes of science. In the first chapter of"Science as Culture", we started by analyzing the connotation of culture and therelationship between culture and science culture, explain the formation history of theattributes of science culture in the following three areas: the establishment of the system ofscientific knowledge, the social institution of science, and the social function of science.And then getting involve with the relationship between modern science with society, natureand human being, the cultural awakes of modern science was proposed. In the secondchapter, we proceeded from the four dimensions of scientific knowledge, scientific method,social construction, and scientific spirit, attempted to build a science culture model inscience education, which include ten secondary dimensions of Scientific knowledge, theway of knowing, scientific inquiry, scientific method, the rational spirit, positive spirit, the spirit of doubt, ethical spirit, subjectivity, inter subjectivity construction。Scientific spirit isthe core of this model as social construction is the basic premise.Based on the science culture model, we discussed in chapter three and fourrespectively the current situation of China’s science education in the following two areas:the analysis of science curriculum standards of China, the investigation of the scienceculture perspective of middle school students. The text analysis of eight Chinesecurriculum standards in four disciplines were carried out on account of science culture,which includes The Elementary School Science Curriculum Standards (Trial Edition), TheCompulsory Junior Middle School Science Curriculum Standards (2011Edition), and TheCompulsory Junior Middle School Chemistry Curriculum Standards (2011Edition)etc. Thesubject has the awareness of cultural reflection, but lack of explicit expression.This paper also conducted a survey of the science culture perspective of middle schoolstudents which shows an overall acceptable level and a higher level of the knowledge ofscientific method. In addition to that, the level of their awareness of scientificunderstanding, social construction and scientific spirit is still relatively low.Be established in the realistic reflection of the science education of modern China,combining with the related theories of science culture and science education, this papercarries out the cultural construction of our contemporary science education from theaspects of science curriculum and scientific knowledge teaching. About the sciencecurriculum, we proposed as following in chapter five: for the objectives of sciencecurriculum, the demands for scientific literacy should reflect to the cultural nature ofscience; for the selection of course content, science curriculum should focus on threeworlds: the objective world, the world of science, the world of students; for the design ofcourse content, science curriculum should be guided by the crossover concept and basicdisciplinary concept, to analyze and choose the core concepts, and finally determine thesubject knowledge which contribute to the formation of core concepts; meanwhile thescience curriculum should also highlight the scale of scientific understanding to strengthenthe scientific spirit education.In order to solve the problem of teaching practice about cultural construction ofscience courses in the, realize from the transformation of knowledge to cultural literacy,this chapter considers the cultural value of scientific knowledge, turn the view aboutknowledge value from society and students to culture. Also this chapter puts forward themodel of scientific knowledge value which cultural values embodied in, covering five aspects of information value, inquiry value, application value, knowing value and affectivevalue. These implicit multiple values behind the scientific knowledge needs teacherdevelop them effectively. Thus this chapter raise teaching material analysis strategy topromote knowledge value development analysis, namely the background and process ofscientific knowledge from the perspective of the history of science analysis, the nature ofscientific knowledge from the perspective of philosophy of science analysis, the practicalapplication of scientific knowledge from the perspective of sociology analysis.