本文關鍵詞： PISA 科學素養(yǎng) 試題分析　出處：《外國中小學教育》2017年09期 　論文類型：期刊論文

【摘要】：PISA2015科學素養(yǎng)測試公開試題在能力要求方面主要考察學生在"科學地解釋數(shù)據(jù)和證據(jù)""科學地解釋現(xiàn)象"能力標準上的表現(xiàn),在具體的評價試題設計方面所涉及的科學知識主要是"程序性知識"和"內(nèi)容性知識",對背景范圍的關注主要集中在個人、地區(qū)/國家情景,對于試題所屬科學內(nèi)容主題則都有涉獵,大多數(shù)試題屬于中等水平題目,在試題形式方面傾向于以簡單選擇題的形式呈現(xiàn)。根據(jù)PISA2015科學素養(yǎng)測試公開試題的特點,建議在科學教學實踐過程中,注重學生對科學現(xiàn)象的解釋,強化數(shù)據(jù)和證據(jù)的應用;關注科學知識建立過程的程序性知識,加強學生對科學本質(zhì)的理解;增加科學知識產(chǎn)生的真實個人、地區(qū)/全球背景介紹,豐富科學教學素材。
[Abstract]:In the aspect of ability requirement of PISA2015 science literacy test, the performance of students in "scientific interpretation of data and evidence" and "scientific interpretation of phenomena" was investigated. The scientific knowledge involved in the design of specific evaluation questions is mainly "procedural knowledge" and "content knowledge", and the attention to the context is mainly focused on individual, regional / national situations, Most of the questions are of medium level and tend to be presented in the form of simple multiple choice questions. According to the characteristics of the PISA2015 Science Literacy Test, It is suggested that in the course of scientific teaching practice, students should pay attention to the explanation of scientific phenomena, strengthen the application of data and evidence, pay attention to the procedural knowledge in the process of establishing scientific knowledge, and strengthen students' understanding of the nature of science. Add true personal, regional / global background to the generation of scientific knowledge and enrich science teaching materials.
【作者單位】： 北京師范大學化學學院;
【分類號】：G633.98

【相似文獻】

相關期刊論文 前10條

1 張海和;PISA科學素養(yǎng)評價的作業(yè)樣本和評分系統(tǒng)[J];生物學通報;2005年08期

2 陸t，

本文編號：1542445