【摘要】 在科技创新与科学普及为创新发展两翼的背景之下，科学显然有其重大的社会感召力。然而，儿童作为社会民族之未来，其处于生命初始阶段的天性与作为高级文化的科学之品性略显违和，从而出现了儿童“有”“无”科学的悖论。究其根本，儿童科学并不是一个本质性问题，而是一个范畴性问题。通过对科学与我国文化渊源的历史澄明，科学原初性内涵的回归和儿童成长规律的阐明，明晰了儿童与科学的契合点，从而破除儿童科学的悖论，并在此基础上厘清儿童科学的内涵。这不仅确证了儿童科学存在的理论正当性，揭示科学贯穿生命发展的整全性，也将为儿童科学教育定位逻辑起点。更多还原

【Abstract】 Under the background that science and technology innovation and science popularization are two wings of innovation development,science obviously has its great social appeal. However,children are the future of society and nation. The nature of children at the initial stage of life is slightly incompatible with the character of science as a high-level culture,and the science paradox of“children have”and“children have not”appears. However,children’s science is not an essential issue,but a categorical issue. Through clarifying the historical origin of science and Chinese culture,the regression of the original connotation of science and the clarification of the law of children’s growth,this paper clarifies the point of convergence between children and science,thus breaks the paradox of children’s science and clarifies the connotation of children’s science on this basis. This not only confirms the theoretical legitimacy of the existence of children’s science,reveals the integrity of science throughout the development of life,but also locates the logical starting point for children’s science education.更多还原