高中生在社会性科学议题中的论证能力调查

发布时间：2018-05-08 06:12

本文选题：社会性科学议题 + 论证能力　；参考：《南京师范大学》2017年硕士论文

【摘要】：论证过程既是一种注重科学解释和推理思考的过程,更是一种促进批判思考的过程。发展学生的论证能力既是信息化时代的要求,也是现今国际科学教育的主流趋势。本研究以问卷的形式调查了三类不同学校的高中生在“转基因生物”这一社会性科学议题中的论证能力。调查发现:(1)总体上看,三类学校的大多数高中生都不能独立完成一个完整的论证过程;在各项论证子能力中,均由强到弱分别表现为提出论点、提出反论点、提出支持性理由、提出证据。(2)对比三类学校发现,无论是论证总能力还是各项子能力上,A、B、C三类学校的学生平均得分都呈现依次递减的趋势;在论证总能力上,三类学校学生彼此都存在显著差异(P0.05);在提出论点和提出支持性理由两项子能力上,A类学校学生分别与B类、C类学校学生存在显著差异(P0.05),B类学校学生与C类学校学生差异性不显著(P0.05);在提出证据和提出反论点两项子能力上,A类学校学生与B类学校学生不存在显著差异(P0.05), C类学校学生分别与A类、B类学校学生均存在显著差异(P0.05);从论点的多元性来看,三类学校中持支持立场的学生都表现出较低的多元性,都以社会取向为主,且不存在显著差异(P0.05),而在持反对立场的则存在显著差异(P0.05),表现在A类学校的学生的论点更多元性;从提出反论点的多元性来看,三类学校的学生无论是处于持支持立场还是反对立场,都表现出较低的多元性,都以社会取向为主,且不存在显著差异(P0.05);在提出的证据这一维度,三类学校的大多数学生都无法叙述一个合理的证据,且证据的性质也多表现为非正式证据;从提出支持性理由的策略选择来看,三类学校中持支持立场的学生不存在显著差异(P0.05),都以反驳策略为主,而持反对立场的则存在显著差异(P0.05),主要由新理由和反驳策略的选用比例不同导致。综上所述,现今的高中生在社会性科学议题中的论证能力存在很大的提升空间。
[Abstract]:The process of argumentation is not only a process of paying attention to scientific explanation and reasoning, but also a process of promoting critical thinking. Developing students' argumentation ability is not only the requirement of information age, but also the mainstream trend of international science education. In this study, a questionnaire was used to investigate the ability of high school students in three different schools to demonstrate the social science of genetically modified organisms (GMOs). The survey found that, on the whole, most high school students in the three types of schools could not complete a complete process of argumentation on their own. Among all the argumentative sub-abilities, the strong to the weak showed respectively that they put forward arguments, put forward counter-arguments, and put forward supporting reasons. (2) comparing the three kinds of schools, we found that the average scores of the students in the three kinds of schools showed a decreasing trend in turn, whether in demonstrating the total ability or in each sub-competence, and in the demonstration of the total ability, the average score of the students in the three kinds of schools showed a decreasing trend in turn. There are significant differences among the three types of students in each other (P0.05). There are significant differences between the students of the A and B schools and the students of the B and C schools respectively in terms of their arguments and supporting reasons. There is no significant difference between the students of A school and B school in presenting evidence and putting forward counter-argument. There is a significant difference between the students of C school and the student of class A or B school, and there is a significant difference between the students of class A school and that of class A school student. From the point of view of the diversity of the arguments, In the three kinds of schools, the students who hold the support position have lower diversity, all of them are mainly social orientation, and there is no significant difference between them, but there is significant difference in the opposing position, which is manifested in the argument of the students in the A school is more diverse. From the point of view of the diversity of the anti-argument, the students of the three types of schools, whether in the support position or the opposition position, all show lower diversity, all of which are mainly social orientation, and there is no significant difference between them (P0.05). Most of the students in the three types of schools are unable to describe a reasonable evidence, and the nature of the evidence is often expressed as informal evidence; from the point of view of the strategic choice of supporting reasons, There is no significant difference among the students who hold the support position in the three kinds of schools, all of them are based on the refutation strategy, while there is a significant difference in the opposition position, which is mainly caused by the different proportion of the new reasons and the choice of the refutation strategy. To sum up, there is much room for improvement in the argumentation ability of current high school students in social science issues.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

【参考文献】