学校科技风险教育研究

发布时间：2018-06-02 10:17

本文选题：科学教育 + 科技风险教育　；参考：《西南大学》2012年博士论文

【摘要】：基于后现代知识理论和风险社会理论,本文提出并比较系统地研究了学校科技风险教育的理论及其课程和教学问题。学校风险教育是指以课程或其他教学媒介形式进行的科技风险教育活动,它的基本目标是引导学生正确理解科学的作用,具备科技关涉的责任伦理意识,形成良好的科技风险素养。在全球风险社会背景下,开展科技风险教育,要帮助学生正确认识风险,理解各种风险产生的原因,正确看待风险存在的客观性,了解风险产生的科学、技术和社会各方面的原因,对风险有健康的心态,不恐惧风险；帮助学生学会风险分析的思路和简单技术。通过案例分析、制定评估方案等形式,使学生学会如何在风险和利益、成本和效益等社会、经济、精神、文化指标中作出权衡,进而了解风险决策的基本过程,为学生将来参与或影响风险管理创造条件；引导学生分析自身行为习惯,改正可能造成个人和环境不良后果的行为,如大量使用塑料袋、吸烟、过度饮酒、无保护性行为等等。本文以中学生和大学生为对象,采用文献分析法、调查法、访谈法和案例分析法,研究了我国学生的风险意识、风险认知及风险决策水平和状况,根据对发达国家风险教育的优秀案例比较分析,提出了我国科技风险教育的目标及课程和教学构建设想。研究的主要结果如下：一、科技风险意识。风险意识是一个综合的概念,是科技素养的构成部分。它着眼科学的有限性和科技的负面影响,反映了学生对科学技术与社会关系深入理解的程度,体现了学生对科学的本质及其风险性的基本看法,对风险分析的过程和方法的基本了解,以及对科学工作者的责任的基本认知。本研究从三个方面考察了大学生和中学生的科技风险意识：(1)科学价值的有限性。科学技术对于现代社会发展具有极其重要的促进作用,是当代世界发展的主要推动力。然而,科学并不是解决现实当中所有难题的唯一手段,许多社会问题仅仅依靠科学并不能得到根本解决。(2)科技的负面影响。科学能够造福人类,改善人们的生活条件；但高科技的发展在极大地丰富我们生活的同时,也对人类环境和健康造成了不可忽视的损害。新成果的应用具有一定的社会风险,这些风险带来的后果通常是未知的。(3)科学家的社会责任。科技发展带来了很多道德方面的问题,科学家不仅应当关心如何发现科学理论,也需要考虑科技成果的未来应用问题,对新科技成果的未来效应负道德责任。调查和访谈结果发现,我国学生总体上具备一定的风险素养,以平均答题正确率为指标的风险素养各维度得分依次是：科学价值的有限性(0.82)、科技的负面影响(0.77)、科学家的社会责任(0.73)。学业程度比较表明,大学生优于中学生,高中生好于初中生；而大学文理科生之间没有表现出明显的不同。二、风险认知与风险决策。风险认知可以被不同的文化、组织或个人理解为与风险相联系的不同的心理图像或心理模型。他们来源于常识推理、个人经历、社会交往和文化传统,表达了个体对风险世界的感知及其发展变化趋向的态度。风险决策是指决策者在面临两个或两个以上不确定的决策后果,尤其是在面对伴有负面结果的可能性时,所产生的权衡取舍过程。风险认知是风险决策的心理基础,而决策者的风险认知特征直接影响到决策行为及其后果。本研究围绕放射性危害设计了调查问卷,以“核能发电”和“X光胸部透视”为风险认知客体,了解学生对不同性质的风险对象的认知和社会性价值判断倾向。就风险性质而言,核能发电是“恐怖性的高风险”,而X光胸部透视属“非恐怖性的低风险”；从两种科技的接受意愿上讲,核能发电是“非自愿性风险”,而X光胸部透视多属于自愿性风险。这两种风险对象的调查内容,分别由有用性、安全性、支持度评价,恐惧程度评价,以及灾害程度估计和事故责任归因等项目构成。调查结果主要有：(1)效用性评价特点。对两类风险科技的有用性评价上,学生总体认可程度较高。在高风险——非自愿议题(核电)上,三类学生回答均趋向于高效用性评价(平均91%),与中国普通公众调查结果(94%)基本一致；在低风险——自愿议题(X光胸透)上,学生评价(80%)与普通公众(97%)相比要低一些。部分原因可能与学生较少接受X光胸透有关,预示着对自愿性风险科技的选择与使用的频繁程度及对效用的直接认识有某种关联。(2)不安全感评价特点。对于核电的不安全感学生有比较高的表现,均在75%以上,这与我国公众调查结果(35%)差别较大。对X光胸透的不安全感表现出相同趋势,74%的学生表现出不安全感,而公众中不安全感仅占28%。(3)风险决策模式。我国学生与中、美、日公众对两类风险客体的决策模式有一些差别。学生对核电的支持程度较高,并符合非理性——冒险模式,在有用和风险并存的情况下更倾向于选择有用：对X光胸透的支持率较低,符合理性——否定模式。通过技术评价调查可以反映出,学生对技术好恶的评价还是缺乏客观性的,尤其是对低风险项目存在着追求理想化的倾向。三、学校科技风险教育的目标。本文提出了学校科技风险教育的十个目标：(1)面临健康或环境风险,学生能够表现出理性的决策过程；(2)学生应该能够评价用来估计风险的类型和大小的科学方法的优点和不足；(3)学生应该能够解释风险的科学估计结果；(4)学生应该能够评价大众媒体如何影响他们以及其他人对风险的认知；(5)学生应该能够评价家庭和朋友的观点和行为如何影响他们以及其他人对风险的认知；(6)学生应该能够评价个人偏见如何影响他们或其他人对于风险大小的判断；(7)学生应该能够评价风险的特征如何影响他们以及其他人对风险的认知；(8)学生应该能够评价个体对风险的知觉如何影响他们以及其他人对相关益处的认知；(9)能够识别信息资源,从这些资源中重新获得信息,恰当地评估和应用这些信息；(10)能够识别(鉴别)有关风险管理的中介机构、组织或群体；找到影响这些中介机构、组织或群体的机会；面临对社会和环境有重大影响的健康或环境风险决策时参与风险管理。四、课程与教学建构。本文提出四项科学风险教育建议：(1)科学课堂中增加风险讨论的内容,把科技风险教育整合入科学课程；(2)借鉴项目学习树“聚焦风险”等项目,开发公共风险教育的课程资源；(3)在学校中开展风险教育活动,大学中可以设置专题论坛；(4)提高科学教师的科技风险素养。
[Abstract]:Based on post modern knowledge theory and risk society theory, this paper proposes and systematically studies the theory of school science and technology risk education and its curriculum and teaching problems.
School risk education refers to the scientific and technological risk education activities carried out in the form of curriculum or other medium of teaching. Its basic goal is to guide students to understand the role of science correctly, to have a sense of responsibility ethics in science and technology and to form a good scientific and technological risk quality. In the context of global risk society, the education of scientific and technological risk should be carried out to help students to learn. Students understand the risk correctly, understand the causes of various risks, look at the objectivity of the risk, understand the scientific, technical and social causes of the risk, have a healthy attitude to the risk, do not fear the risk, help the students to learn the thought of risk analysis and the simple technology. It enables students to learn how to balance the social, economic, spiritual and cultural indicators of risk and interests, costs and benefits, and then to understand the basic process of risk decision making, to create conditions for students to participate in or affect risk management in the future, to guide students to analyze their behavior and to correct the possible consequences of personal and environmental consequences. Such as the use of plastic bags, smoking, excessive drinking, unprotected sex and so on.
This paper, taking middle school students and college students as the object, uses the method of literature analysis, investigation, interview and case analysis to study the risk awareness, risk cognition and risk decision-making level and status of the students in China. Based on the comparison and analysis of the outstanding cases of risk education in developed countries, the objectives and courses and teaching of our country's scientific and technological risk education are put forward. The main results of the study are as follows:
First, risk awareness. Risk awareness is a comprehensive concept. It is a component of scientific and technological literacy. It focuses on the limited science and the negative effects of science and technology. It reflects the degree of students' understanding of science and technology and social relations, embodies the basic views of the students on the nature of science and their risk, and the process of risk analysis. The basic understanding of the methods and the basic cognition of the responsibility of the scientific workers. This study examines the scientific and technological risk awareness of college students and middle school students from three aspects: (1) the limited value of scientific value. Science and technology have an extremely important promoting role in the development of modern society, and the main driving force of the development of the contemporary world. Science is not the only means to solve all the problems in reality. Many social problems rely solely on science and can not be fundamentally solved. (2) the negative effects of science and technology. Science can benefit human beings and improve people's living conditions; but the development of high technology is greatly enriching our lives, but also to the human environment and health. The damage that can not be ignored. The application of new results has certain social risks. The consequences of these risks are usually unknown. (3) the social responsibility of scientists. The development of science and technology brings a lot of moral problems. Scientists should not only care about how to discover scientific theories, but also consider the future application of scientific and technological achievements, The future effect of the new scientific and technological achievements is negative moral responsibility. The results of the survey and interview have found that the students in our country have a certain risk literacy in general, and the scores of each dimension of the risk literacy with the average answer rate as the index are the finiteness of the scientific value (0.82), the negative impact of science and Technology (0.77), the social responsibility of the scientists (0.73). The comparison shows that college students are better than middle school students, while senior high school students are better than junior high school students.
Two, risk cognition and risk decision. Risk cognition can be understood by different cultures, organizations, or individuals as different mental images or psychological models associated with risk. They are derived from common sense reasoning, personal experience, social interaction and cultural tradition, expressing the individual's attitude to the perception of the risk world and the trend of development and change. Decision makers refer to the decision makers in the face of two or more uncertain decision consequences, especially in the face of the possibility of negative results. The risk cognition is the psychological basis of the risk decision, and the risk cognitive characteristics of the decision-makers directly affect the decision-making behavior and its consequences. This study surrounds the radioactivity. The hazard design of the questionnaire, "nuclear power generation" and "X light chest perspective" as a risk cognitive object, to understand the students' cognitive and social value judgment of different nature of the risk objects. As to the nature of risk, nuclear power generation is a "high risk of terror", and X light chest perspective is a "non terrorist low risk"; From the willingness to accept two technologies, nuclear power generation is a "non voluntary risk", while the X ray chest fluoroscopy is mostly voluntary risk. The contents of the two risk subjects are composed of items such as usefulness, security, support evaluation, degree of fear assessment, and disaster degree estimation and accident liability attribution. There should be: (1) the characteristics of utility evaluation. On the evaluation of the usefulness of the two types of risk technology, students have a high degree of recognition. On the high risk - involuntary issues (nuclear power), three types of students tend to respond to high efficiency assessment (average 91%), and are basically consistent with the results of general public investigation in China (94%); in low risk - voluntary issues (X The student assessment (80%) is lower than that of the general public (97%). Some of the reasons may be associated with less acceptance of the X light chest, suggesting a correlation between the frequency of choice and the use of voluntary risk technology and the direct understanding of the utility. (2) the insecurity assessment of nuclear power students. The higher performance is more than 75%, which is different from the public survey results (35%) in China. The insecurity of X light chest shows the same trend, 74% of the students show insecurity and the public insecurity only accounts for the 28%. (3) risk decision model. Some differences. Students are more supportive of nuclear power and conform to the irrational - risk model, which are more likely to be useful in the case of both usefulness and risk: low support for X light chest penetration and a rational negative model. There is a tendency to pursue idealism especially in low risk projects.
Three, the goal of school science and technology risk education. This article puts forward ten goals of school science and technology risk education: (1) facing health or environmental risks, students can show the rational decision-making process; (2) students should be able to evaluate the advantages and disadvantages of the scientific methods used to estimate the types and sizes of risk; (3) students should be able to explain. Scientific estimates of risk; (4) students should be able to evaluate how mass media affect them and other people's awareness of risk; (5) students should be able to evaluate how their views and behaviors affect them and other people's perceptions of risk; (6) students should be able to evaluate how personal prejudice affects them or Other people's judgment about the size of the risk; (7) students should be able to evaluate how risk characteristics affect them and other people's awareness of risk; (8) students should be able to evaluate how individual perception of risk affects them and other people's awareness of related benefits; (9) can identify information resources, from these resources. Obtain information, properly assess and apply these information; (10) identify (identify) intermediaries, organizations or groups of risk management; find opportunities to affect these intermediaries, organizations or groups; participate in risk management when faced with health or environmental risk decisions that have a significant impact on the society and the environment.
Four, curriculum and teaching construction. This paper puts forward four suggestions for scientific risk education: (1) increase the content of risk discussion in scientific classroom, integrate scientific and technological risk education into science curriculum; (2) draw lessons from project learning tree "focus risk" and other projects to develop curriculum resources of public risk education; (3) carry out risk education activities in schools, The topic forum can be set up in the study; (4) improve the scientific and technological risk literacy of science teachers.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G40

【参考文献】