核心素养框架下科学素养的内涵与结构
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摘要
科学素养是培养促进社会和谐发展的高素质国民的重要基础,是个人发展核心素养的关键成分。本文以我国学生发展核心素养框架为指导,通过对科学素养内涵与结构的历史梳理及国际比较研究,提炼出核心素养视域下科学素养内涵的整体性、发展性、情境性、时代性等四大特征,并在此基础上进一步揭示出科学素养结构中理性思维、批判质疑能力、科学探究三大关键成分。在我国核心素养课程改革中,科学素养的培养应从系统把握科学素养内涵与结构入手,高度重视批判质疑能力的培养,积极寻求有效的科学探究教育模式,同时完善适合我国国情与文化的科学素养评价机制。
Scientific Literacy is a key part of core competency for individual development.Based on the framework of core competency of students in China,the paper aims to reveal the complicate connotation and structures of scientific literacy by focusing on the historical views as well as the international comparison and analysis.We conclude that scientific literacy is a comprehensive concept with holistic,developmental situational and dynamic features.Moreover,rational thinking,critical capability and scientific inquiry are its key components.Scientific educational reform in future should start from the connotation and structure of the scientific literacy.Special attention should be paid to the cultivation of critical thinking and education mode of scientific inquiry.Chinese scientific literacy assessing mechanism should also be improved to fit into the current situation and cultural features of China.
Scientific Literacy is a key part of core competency for individual development.Based on the framework of core competency of students in China,the paper aims to reveal the complicate connotation and structures of scientific literacy by focusing on the historical views as well as the international comparison and analysis.We conclude that scientific literacy is a comprehensive concept with holistic,developmental situational and dynamic features.Moreover,rational thinking,critical capability and scientific inquiry are its key components.Scientific educational reform in future should start from the connotation and structure of the scientific literacy.Special attention should be paid to the cultivation of critical thinking and education mode of scientific inquiry.Chinese scientific literacy assessing mechanism should also be improved to fit into the current situation and cultural features of China.
引文
陈纯槿,顾小清.(2018).义务教育年限延长与基础教育发展——基于PISA 2015数据的实证研究.华东师范大学学报(教育科学版),(5),71-82.
陈振华.(2014).批判性思维培养的模式之争及其启示.高等教育研究,35(9),56-63.
陈晓雨,李保强.(2018).欧盟新动态:更新核心素养,培育全球公民.上海教育研究,(7),11-15.
教育部.(2018).普通高中课程方案(2017年版).北京:人民教育出版社.
李秀菊.(2018).TIMSS 2003—2019科学评估框架的变化、特点与启示.外国中小学教育,(5),9-16.
李雁冰.(2008).科学探究、科学素养与科学教育.全球教育展望,37(12),14-18.
林崇德.(2017).构建中国化的学生发展核心素养.北京师范大学学报(社会科学版),(1),66-73.
刘晓萍.(2017).国际核心素养背景下日本中小学生涯教育研究.华东师范大学硕士学位论文.
师曼,刘晟,刘霞,周平艳,陈有义,刘坚等.(2016).21世纪核心素养的框架及要素研究.华东师范大学学报(教育科学版),34(3),29-37.
王胜,Sirinthorn S.(2018).西方批判性思维能力发展研究脉络与启示.重庆理工大学学报(社会科学版),32(8),7-14.
张娜.(2015).联合国教科文组织的核心素养研究及其启示.教育导刊,(7),93-96.
赵德成,黄亮.(2018).中国四省市与新加坡学生科学素养表现之比较——基于PISA2015数据的分析.北京师范大学学报(社会科学版),(2),23-31.
Abd-El-Khalick,F.(2004).Inquiry in science education:International perspectives.Science Education,88(3),297-419.
Conant,J.B.(1952).General Education in Science.Cambridge,MA:Harvard University Press,
European Communities.(2007).Key Competences for Lifelong Learning.Office for Official Publications of the European Communities.
European Commission.(2018).Proposal for a Council Recommendation on Key Competences for Lifelong Learning.https://ec.europa.eu/education/sites/education/files/annex-recommendation-key-competences-lifelong-learning.pdf.
Haney,R.E.(1964).The development of scientific attitudes.The Science Teacher,31(12),33-35.
Learning Metrics Task Force-Unesco.(2013).Toward Universal Learning.What Every Children Should Learn.UNESCO Institute for Statistics and the Center for Universal Education at the Brookings Institution,(1).https://doi.org/10.1007/s13398-014-0173-7.2.
Liu,X.F.(2009).Beyond science literacy:Science and the public.International Journal of Environmental & Science Education,4(3),301-311.
Miller,J.D.(1983).Scientific literacy:A conceptual and empirical review.Daedalus,112(2),29-48.
National Research Council.(1996).National Science Education Standards.National Science Education Standards:National Academy Press.
Mullis,I.V.S.,Martin,M.O.,Smith,T.A.,Garden,R.A.,Gregory,K.D.,Gonzalez,E.J.,et al.(2003).TIMSS 2003 Science Framework.Retrieved from Boston College,TIMSS& PIRLS International Study Center website:https://timssandpirls.bc.edu/timss2003i/PDF/t03_af_book.pdf.
Mullis,I.V.S.,& Martin,M.O.(2017).TIMSS 2019 Assessment Frameworks.Retrieved from Boston College,TIMSS & PIRLS International Study Center.website:http://timssandpirls.bc.edu / timss2019/frameworks/O’
Sullivan,M.W.,& Guo,L.(2011).Critical thinking and Chinese international students:An East-West dialogue.Journal of Contemporary Issues in Education,5(2),53-73.
Partnership for 21st Century Skills’ Publication.Framework for 21st Century Learning[EB/PL].http://www.p21.org/index.php?option=com- content & task=view & id=254 & itemid=119,2010-07-08.
Pella,M.O.,& Others,A.(1966).Scientific literacy in the aerospace age.Citizenship Responsibility,189.
Ridzuan,A.R.(2013).Pedagogy for Thinking and Creativity:The Singapore Context.Presentation at OECD-CCE-MOE”Educating for Innovation”Workshop.Retrieved from:https://www.oecd.org/edu/ceri/04%20Ridzuan_Singapore.pdf.
Shamos,M.H.(1995).The Myth of Scientific Literacy.New Brunswick:Rutgers University Press.
Shen,B.P.(1975).Science literacy:The public needs.The Sciences,Jan.-Feb,27-29.
Singapore Ministry of Education.(1998).21st Century Competencies.Singapore:Ministry of Education.From http://www.moe.gov.sg/education/21cc.
Tan,C.A.(2017).Confucian conception of critical thinking. Journal of Philosophy of Education,51(1),331-343.
陈振华.(2014).批判性思维培养的模式之争及其启示.高等教育研究,35(9),56-63.
陈晓雨,李保强.(2018).欧盟新动态:更新核心素养,培育全球公民.上海教育研究,(7),11-15.
教育部.(2018).普通高中课程方案(2017年版).北京:人民教育出版社.
李秀菊.(2018).TIMSS 2003—2019科学评估框架的变化、特点与启示.外国中小学教育,(5),9-16.
李雁冰.(2008).科学探究、科学素养与科学教育.全球教育展望,37(12),14-18.
林崇德.(2017).构建中国化的学生发展核心素养.北京师范大学学报(社会科学版),(1),66-73.
刘晓萍.(2017).国际核心素养背景下日本中小学生涯教育研究.华东师范大学硕士学位论文.
师曼,刘晟,刘霞,周平艳,陈有义,刘坚等.(2016).21世纪核心素养的框架及要素研究.华东师范大学学报(教育科学版),34(3),29-37.
王胜,Sirinthorn S.(2018).西方批判性思维能力发展研究脉络与启示.重庆理工大学学报(社会科学版),32(8),7-14.
张娜.(2015).联合国教科文组织的核心素养研究及其启示.教育导刊,(7),93-96.
赵德成,黄亮.(2018).中国四省市与新加坡学生科学素养表现之比较——基于PISA2015数据的分析.北京师范大学学报(社会科学版),(2),23-31.
Abd-El-Khalick,F.(2004).Inquiry in science education:International perspectives.Science Education,88(3),297-419.
Conant,J.B.(1952).General Education in Science.Cambridge,MA:Harvard University Press,
European Communities.(2007).Key Competences for Lifelong Learning.Office for Official Publications of the European Communities.
European Commission.(2018).Proposal for a Council Recommendation on Key Competences for Lifelong Learning.https://ec.europa.eu/education/sites/education/files/annex-recommendation-key-competences-lifelong-learning.pdf.
Haney,R.E.(1964).The development of scientific attitudes.The Science Teacher,31(12),33-35.
Learning Metrics Task Force-Unesco.(2013).Toward Universal Learning.What Every Children Should Learn.UNESCO Institute for Statistics and the Center for Universal Education at the Brookings Institution,(1).https://doi.org/10.1007/s13398-014-0173-7.2.
Liu,X.F.(2009).Beyond science literacy:Science and the public.International Journal of Environmental & Science Education,4(3),301-311.
Miller,J.D.(1983).Scientific literacy:A conceptual and empirical review.Daedalus,112(2),29-48.
National Research Council.(1996).National Science Education Standards.National Science Education Standards:National Academy Press.
Mullis,I.V.S.,Martin,M.O.,Smith,T.A.,Garden,R.A.,Gregory,K.D.,Gonzalez,E.J.,et al.(2003).TIMSS 2003 Science Framework.Retrieved from Boston College,TIMSS& PIRLS International Study Center website:https://timssandpirls.bc.edu/timss2003i/PDF/t03_af_book.pdf.
Mullis,I.V.S.,& Martin,M.O.(2017).TIMSS 2019 Assessment Frameworks.Retrieved from Boston College,TIMSS & PIRLS International Study Center.website:http://timssandpirls.bc.edu / timss2019/frameworks/O’
Sullivan,M.W.,& Guo,L.(2011).Critical thinking and Chinese international students:An East-West dialogue.Journal of Contemporary Issues in Education,5(2),53-73.
Partnership for 21st Century Skills’ Publication.Framework for 21st Century Learning[EB/PL].http://www.p21.org/index.php?option=com- content & task=view & id=254 & itemid=119,2010-07-08.
Pella,M.O.,& Others,A.(1966).Scientific literacy in the aerospace age.Citizenship Responsibility,189.
Ridzuan,A.R.(2013).Pedagogy for Thinking and Creativity:The Singapore Context.Presentation at OECD-CCE-MOE”Educating for Innovation”Workshop.Retrieved from:https://www.oecd.org/edu/ceri/04%20Ridzuan_Singapore.pdf.
Shamos,M.H.(1995).The Myth of Scientific Literacy.New Brunswick:Rutgers University Press.
Shen,B.P.(1975).Science literacy:The public needs.The Sciences,Jan.-Feb,27-29.
Singapore Ministry of Education.(1998).21st Century Competencies.Singapore:Ministry of Education.From http://www.moe.gov.sg/education/21cc.
Tan,C.A.(2017).Confucian conception of critical thinking. Journal of Philosophy of Education,51(1),331-343.
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