Transformation Of The View Of Scientific Knowledge And Its Significance To Science Instruction

View of scientific knowledge refers to people's overall viewpoint and basic opinion on scientific knowledge and it is people's various assumptions on the nature, acquisition, value, scope and standards of scientific knowledge. View of scientific knowledge mainly includes the knowledge of the nature and acquisition of scientific knowledge. Science instruction is closely related to science teachers'view of scientific knowledge. View of scientific knowledge is the premise and precursor of science instruction. Science teachers'view of scientific knowledge determines science instruction to a certain extent. Science teachers'view of scientific knowledge may result in relative science instruction. View of scientific knowledge has a profound impact on the selection of science curriculum content, science instructional methods and science instruction evaluation, etc.The research methods of the thesis mainly include literature search method, case analysis method, class observational method and interviewing method. This thesis starts from analyzing the traditional view of scientific knowledge and reveals the dilemma of science instruction under the traditional view of scientific knowledge. Then, based on the challenges to the traditional view of scientific knowledge from three areas of natural science, philosophical epistemology and sociology of knowledge, analyze the reasons of the transformation of the view of scientific knowledge. Then analyze the modern view of scientific knowledge. Finally, demonstrate the science instructional practice under the modern view of scientific knowledge using a primary school science teacher as a case and then analyze the significance for science teachers to establish the modern view of scientific knowledge to science instruction. This thesis is divided into three parts:Part one, traditional view of scientific knowledge and its instructional dilemma. On the nature of scientific knowledge, traditional view of scientific knowledge holds that scientific knowledge is certain, objective, universal and value neutral. On the acquisition of scientific knowledge, traditional view of scientific knowledge holds that the acquisition of scientific knowledge is a process that the subjective understanding tallies with the objects, namely holding "correspondence theory". Under the traditional view of scientific knowledge, there are many difficulties in science instruction, mainly as follows:Science curriculum knowledge increasingly segregates from students'daily life; Science instructional methods are increasingly mechanized and rigid; Science instruction evaluation over respects accurate, quantifiable, standardized tests and examinations.Part two, the formation of modern view of scientific knowledge. The traditional view of scientific knowledge is the epistemology root that causes many difficulties in science instruction and simultaneously it has also faced many challenges. Since the mid-20th century, as the development of the fields of natural science, philosophical epistemology and sociology of knowledge, human has entered a new period of knowledge transformation and view of scientific knowledge has changed accordingly. On the nature of scientific knowledge, the modern view of scientific knowledge holds that the nature of scientific knowledge has increased uncertain, cultural, situational, and value factors from certainty, objectivity, universality and value neutrality. On the acquisition of scientific knowledge, the modern view of scientific knowledge holds that the acquisition of scientific knowledge for scientists is an open, dynamic and generative process.Part three, case analysis of science instruction guided by modern view of scientific knowledge. Demonstrate the science instruction practice under the modern view of scientific knowledge taking a science teacher as an example using class observational method and interviewing method. Finally, analyze the significance for science teachers to establish the modern view of scientific knowledge to science instruction. For science teachers to establish the modern view of scientific knowledge is in favor of science teachers mobilizing students enthusiasm and initiative; in favor of science teachers increasing students'consciousness of doubting, criticism and innovation;in favor of science teachers respecting students'individual differences and promoting students to develop according to their individuality; in favor of science teachers enhancing students'awareness and ability of scientific inquiry.