on the theory of science and technology are conscious modes 哈贝马斯对科学技术的意识形态理解及其意义指向
note : chen i-wan, the author of this paper, is a british-chinese consultant; living and working in china since 1950; author of “ healthy & rapid development of chinese science & technology, economy and society call for innovation achievements bringing challenges to traditional basic theories of science and technology ” ( no . 2 issue 2004 ) 注陈一文,本文作者,英籍华人顾问;1950年以来生活和工作在中国;“中国的科学技术、经济和社会的高速健康发展呼唤挑战传统科学技术基本理论的科技创新成果”中国科学院的刊物《社会对社会的影响》2004年第2期的作者。
in chapter two, the author starts with three parts on the context of the frame of the sts curriculum and the rationale of curriculum development . first, sts is not a simple model or distinct theory of science and technology education, rather, it is a science and technology education reform movement with many different purposes, perspectives, starting points and historical context 首先,我们从sts教育理论的发展、界定、课程目标、课程性质与特点、课程与信息技术等角度研究sts教育的理论和思想,说明sts教育并不是一种科学教育的简单模式或者一种非常清晰的科学教育理论;它是一种具有不同目的、不同视角、不同出发点以及不同的历史背景的科学教育改革运动。
chen i-wan, a british-chinese consultant; living and working in china since 1950; author of " healthy & rapid development of chinese science & technology, economy and society call for innovation achievements bringing challenges to traditional basic theories of science and technology " ( no . 2 issue 2004 ) 陈一文,英籍华人顾问;1950年以来生活和工作在中国;"中国的科学技术、经济和社会的高速健康发展呼唤挑战传统科学技术基本理论的科技创新成果"中国科学院的刊物《社会对社会的影响》2004年第2期的作者。