学生科学素养评测框架的国际比较研究

发布时间：2018-05-17 09:30

本文选题：科学素养 + 评测框架　；参考：《东南大学》2015年硕士论文

【摘要】：从20世纪中后期开始,以美国为首的国家开始进行科学教育改革,如何评价学生的科学素养水平成为科学教育研究的重要组成部分。科学素养评测项目从上个世纪90年代开始在国际上展开,数据成为评测项目参与国科学教育改革的重要参考依据。对国际科学素养评测项目的框架、试题的研究,可以为我国中小学科学素养大规模评测提供理论依据。本研究选择美国NAEP、世界经合组织P1SA、国际教育成就评价协会TIMSS和澳大利亚NAP科学评测项目作为研究对象,进行评测框架和评测试题的研究。为了便于各评测项目在同一水平上比较,本文创新性地研究了专家学者的论文、各国科学课程标准和科学评测项目中关于科学素养的描述,将科学素养的构成要素分为(1)科学内容(科学知识、科学统一概念)；(2)科学实践(科学探究、科学应用)；(3)科学认知(科学本质、科学态度)以上三个维度。本文选取最新的NAEP2011、PISA2015、TIMSS2015和NAP2012的框架文件,比较各评测项目的科学内容、科学实践和科学认知维度的共性和特性,获得国际性评测项目的一般发展趋势。同时根据可以获得的最新样本试题NAEP2011、PISA2012、TIMSS2011和NAP2012,从试题类型、试题在“科学实践”领域的命题等角度分析得到纸笔测验的方式；从NAEP和PISA的计算机交互任务题型的表现形式、技术支持、评分要点等角度分析得到基于计算机的科学素养评测的特点。根据国际性评测框架和评测试题的比较研究,对我国中小学进行科学素养评测提出以下建议：根据我国中小学科学课程提出科学素养的表现期望；注重学生科学探究能力的评测：评测试题类型多样化,评测试题情境真实化；试点进行计算机化评测。
[Abstract]:Since the middle and late 20th century, the countries led by the United States began to carry out the reform of science education. How to evaluate the level of students' scientific literacy has become an important part of scientific education research. The scientific literacy evaluation project has been carried out in the world since the 1990s, and the data has become an important reference basis for the scientific education reform in the countries participating in the evaluation projects. The research on the frame of the international scientific literacy evaluation project and the test questions can provide the theoretical basis for the large-scale evaluation of the scientific literacy in primary and secondary schools in China. In this study, NAEP, P1SA, TIMSS and NAP Science Evaluation Project were selected as the research subjects to study the evaluation framework and test questions. In order to compare the evaluation projects at the same level, this paper innovatively studies the papers of experts and scholars, the science curriculum standards of various countries and the description of scientific literacy in science evaluation projects. The constituent elements of scientific literacy are divided into three dimensions: (1) scientific content (scientific knowledge, scientific unified concept) (2) scientific practice (scientific inquiry, scientific application) 3) scientific cognition (scientific essence, scientific attitude). In this paper, the latest framework documents of NAEP2011PISA2015 and NAP2012 are selected to compare the commonness and characteristics of scientific content, scientific practice and scientific cognitive dimension of each evaluation project, and obtain the general development trend of international evaluation project. At the same time, according to the latest sample test questions, NAEP2011PISA2012TIMSS2011 and NAP2012, the paper and pen test methods are obtained from the angle of test question types, questions in the field of "scientific practice", and the expression form of NAEP and PISA's computer interactive task type. The characteristics of computer-based science literacy evaluation are analyzed from the point of view of technical support and scoring points. According to the international evaluation framework and the comparative study of the test questions, the following suggestions are put forward for the scientific literacy evaluation of primary and secondary schools in China: according to the scientific curriculum of primary and secondary schools in China, the performance expectation of scientific literacy is put forward; Pay attention to the evaluation of students' ability of scientific inquiry: the types of test questions are diversified, the situation of evaluation questions is truthful, and the computerization evaluation is carried out in the pilot projects.
【学位授予单位】：东南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.98

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