天津市教科院学报2026，Vol.38Issue(1)：3-12,21,11.DOI:10.3969/j.issn.1671-2277.2026.01.001
数智时代科学教育中的儿童"哲学化技术"教育:价值、理据与路径
Philosophy Technology Education for Children within Science Education in the Digital-Intelligence Era:Values,Grounds and Pathways
摘要
Abstract
Guiding children beyond an instrumentalist perspective to develop ethical reflec-tions on technology has become a key value orientation of science education in the Digital-Intelli-gence Era.As an approach to cultivating critical,creative,collaborative,and caring thinking,Phi-losophy for Children(P4C)offers new possibilities for addressing technological issues.Grounded in the ontological stance of concept construction in P4C and the methodological perspective of constructivist education,this study conceptualizes"philosophizing"education as a process of con-cept discovery and reconstruction based on children lived experiences.Drawing on the four-dimensional framework of critical technology education,it proposes a peda-gogical pathway for Philosophizing Technology Education for Children:guiding children to raise questions and identify concepts from experience;engaging in multi-dimensional argumentation across knowledge,activity,and volition to expand and reconstruct concepts;and returning to the object dimension to cultivate practice with a sense of civic responsibility.This pathway aims to advance the integration of P4C into science education in the Digital-Intelligence Era and to foster children's technological ethical judgment.关键词
儿童哲学/数智时代/技术伦理/科学教育Key words
philosophy for children/digital-intelligence era/technology ethics/science edu-cation分类
社会科学引用本文复制引用
胡南,张鼎立..数智时代科学教育中的儿童"哲学化技术"教育:价值、理据与路径[J].天津市教科院学报,2026,38(1):3-12,21,11.基金项目
华东师范大学教育学部第十一届大学生科研项目"社会性科学议题教学中的学生元认知发展机制研究"(EC-NUFOE2026KY081). （EC-NUFOE2026KY081）
