CAJ | 학술논문

科学课程是科学课程决定者以社会意识形态的媒介、个体看问题的特定视角来选择、组织科学知识而形成的。科学课程是与一定社会的意识形态、科学课程决定者看待科学知识的角度等密切相关的，是具有“价值性”、“社会性”和“选择性”的。这一新的阐释将使研究者、师生认识到科学课程是不可避免地要涉及到特定社会的价值因素以及个体看问题的“角度”的，科学课程知识并不完全代表人类探索自然的真实状况，而是具有局限性、境域性和片面性的，是需要不断完善、修正与发展的。只有放弃“客观”、“价值中立”、“普遍正确”的科学课程理念，不断反思和追问科学课程知识的真理性，才能真正深化科学教育研究、深入进行科学教育实验。对于师生而言，在科学课程面前是人人平等的，没有人掌握着永远正确、不客反驳的知识真理，由此促使教师在教学以及社会生活中以平等、宽容的态度对待学生，并在实践中尊重学生的个体差异，建立民主、平等的师生关系。
과학과정시과학과정결정자이사회의식형태적매개、개체간문제적특정시각래선택、조직과학지식이형성적。과학과정시여일정사회적의식형태、과학과정결정자간대과학지식적각도등밀절상관적，시구유“개치성”、“사회성”화“선택성”적。저일신적천석장사연구자、사생인식도과학과정시불가피면지요섭급도특정사회적개치인소이급개체간문제적“각도”적，과학과정지식병불완전대표인류탐색자연적진실상황，이시구유국한성、경역성화편면성적，시수요불단완선、수정여발전적。지유방기“객관”、“개치중립”、“보편정학”적과학과정이념，불단반사화추문과학과정지식적진이성，재능진정심화과학교육연구、심입진행과학교육실험。대우사생이언，재과학과정면전시인인평등적，몰유인장악착영원정학、불객반박적지식진리，유차촉사교사재교학이급사회생활중이평등、관용적태도대대학생，병재실천중존중학생적개체차이，건립민주、평등적사생관계。
Science curriculum is formed through selecting and organizing science knowledge. It is closely related to certain ideology of a society and the perspectives people look at science knowledge. It is hence characteristic of value, sociality, and selectiveness. Such a new interpretation of science curriculum could enable researchers, teachers and students realize that science curriculum is inevitably associated with particular social values and the angles individuals adopt. The knowledge of science curriculum does not represent the true condition of people who explore the nature. Rather, it has local, regional and unilateral limitations. So it needs constant improvement, revision and advancement. Only the ideas of ＂impersonality＂, ＂value neutrality＂, and ＂universal correctness＂ are given up could scientific education research and experiment be truly carried forward. As for teachers and students, everyone is equal before science curriculum： no one could command eternally correct and irrefutable knowledge truth. This ideology could then urge teachers to have an equal, tolerant attitude towards students, and show their respect to the students＇ individuality, and hence set up a democratic and equal relationship.