科學(xué)能力視角下中學(xué)生的科學(xué)態(tài)度研究
發(fā)布時(shí)間：2018-07-22 16:02
【摘要】：長(zhǎng)期以來,對(duì)科學(xué)教育的評(píng)價(jià),即便是TIMSS和PISA這樣的知名國(guó)際性評(píng)價(jià)項(xiàng)目也較多側(cè)重于對(duì)學(xué)生知識(shí)和能力的測(cè)評(píng)�！澳芰χ稀毖谏w了對(duì)學(xué)生情感態(tài)度價(jià)值觀的考察。從學(xué)習(xí)者的視角出發(fā),清楚了解學(xué)生對(duì)科學(xué)的態(tài)度,即學(xué)生是如何看待科學(xué)的本質(zhì)?如何看待科學(xué)與其本人生活和社會(huì)發(fā)展的關(guān)系?他們心目中的科學(xué)課程與其他課程有什么差異等?是當(dāng)今科學(xué)教育的重要任務(wù)。鑒于此,本研究嘗試從學(xué)生科學(xué)能力的視角出發(fā),多層面、多維度地對(duì)學(xué)生的科學(xué)態(tài)度進(jìn)行深入研究。本研究選取上海市某區(qū)全體九年級(jí)學(xué)生(15歲左右)為研究對(duì)象(SHS),以PISA2006核心科學(xué)能力框架為依據(jù),精心選擇、改編PISA樣題以構(gòu)建本研究科學(xué)能力測(cè)試工具。同時(shí),基于Rasch模型對(duì)科學(xué)能力測(cè)試卷的質(zhì)量進(jìn)行分析評(píng)估,確保其具有良好的信、效度,在此基礎(chǔ)上全面考察學(xué)生的科學(xué)能力,并對(duì)其科學(xué)能力水平做出準(zhǔn)確評(píng)價(jià)。本研究同時(shí)選用ROSE國(guó)際調(diào)查問卷為科學(xué)態(tài)度的研究工具,考察了學(xué)生(SHS)對(duì)科學(xué)的興趣、對(duì)科學(xué)技術(shù)及學(xué)校科學(xué)教育的態(tài)度、對(duì)從事科學(xué)相關(guān)職業(yè)的想法、對(duì)環(huán)境的關(guān)心程度,對(duì)學(xué)�？茖W(xué)課程的學(xué)習(xí)熱誠(chéng),課外科技活動(dòng)經(jīng)歷體驗(yàn)等現(xiàn)狀,并分析了不同性別,尤其不同科學(xué)能力水平等級(jí)學(xué)生的科學(xué)態(tài)度的差異,初步揭示不同性別學(xué)生的科學(xué)態(tài)度的特點(diǎn),科學(xué)能力與科學(xué)態(tài)度的關(guān)系。本研究主要發(fā)現(xiàn)如下：(1)本研究測(cè)試學(xué)生所表現(xiàn)的科學(xué)能力與2009年、2012年P(guān)ISA測(cè)試基本相同,整體水平較高,絕大部分學(xué)生都具備最基本的科學(xué)能力(水平2及以上)；(2)科學(xué)能力不存在統(tǒng)計(jì)上的顯著性別差異。(3)學(xué)生的科學(xué)能力水平和科學(xué)能力各維度發(fā)展并不平衡,學(xué)生在識(shí)別科學(xué)問題、科學(xué)地解釋現(xiàn)象和運(yùn)用科學(xué)證據(jù)這3種能力之間存在統(tǒng)計(jì)上的顯著差異,其由高到低依次是：運(yùn)用科學(xué)證據(jù)的能力、科學(xué)地解釋現(xiàn)象的能力、識(shí)別科學(xué)問題的能力。(4)學(xué)生對(duì)科學(xué)的興趣一般,對(duì)不同科學(xué)主題的興趣比較分散,而興趣傾向與學(xué)�？茖W(xué)教育、課外科技活動(dòng)的經(jīng)歷也有密切關(guān)系。(5)學(xué)生對(duì)于科學(xué)具有一定的好奇心與求知欲,對(duì)于“未知”、“神秘”、“危險(xiǎn)”、“創(chuàng)造性”的科學(xué)主題尤為感興趣,表現(xiàn)出強(qiáng)烈的好奇心和探究欲望。(6)學(xué)生在未來工作態(tài)度的多個(gè)維度中,對(duì)自我實(shí)現(xiàn)的認(rèn)可度最高,但由于職業(yè)規(guī)劃教育的缺乏,學(xué)生并未能將自我實(shí)現(xiàn)與具體的與科技相關(guān)職業(yè)建立聯(lián)系,導(dǎo)致學(xué)生從事環(huán)保工作的意愿和技術(shù)制造工作的傾向不高。(7)學(xué)生對(duì)科學(xué)課程的態(tài)度整體是積極正確的,充分肯定科學(xué)課的價(jià)值與用途。此外,學(xué)生多數(shù)認(rèn)可科學(xué)技術(shù)的社會(huì)價(jià)值,然而,由于9年級(jí)學(xué)生還處于世界觀和價(jià)值觀的發(fā)展形成階段,科學(xué)觀和科技價(jià)值觀還不成熟。本研究還表明,不同性別、不同科學(xué)能力水平的學(xué)生在對(duì)科學(xué)的興趣、對(duì)科學(xué)技術(shù)及學(xué)�？茖W(xué)教育的態(tài)度、對(duì)從事科學(xué)相關(guān)職業(yè)的想法、對(duì)環(huán)境的關(guān)心程度,對(duì)學(xué)�？茖W(xué)課程的學(xué)習(xí)熱誠(chéng),課外科技活動(dòng)經(jīng)歷體驗(yàn)等存在統(tǒng)計(jì)上的顯著差異。其中不同科學(xué)能力等級(jí)水平學(xué)生的科學(xué)興趣的均值都隨著科學(xué)能力水平的提高而增大；學(xué)生的科學(xué)能力水平越高,對(duì)科學(xué)課程的價(jià)值、知識(shí)的用途和學(xué)習(xí)科學(xué)的意愿的認(rèn)同度也越高。
[Abstract]:For a long time, for the evaluation of science education, even well-known international evaluation projects such as TIMSS and PISA have focused more on the assessment of students' knowledge and ability. "Ability" covers the study of students' attitudes to emotional attitudes. From the perspective of the learners, a clear understanding of the attitude of students to science, that is, how students are How to look at the essence of science? How to look at the relationship between science and its own life and social development? What is the difference between the science curriculum and other courses in their mind? It is an important task in today's science education. In view of this, this study tries to carry out the scientific attitude of students from the perspective of students' scientific ability, multidimensional and multidimensional. This study selected all nine grade students (about 15 years old) in a district of Shanghai as the research object (SHS), based on the framework of PISA2006 core scientific ability, and carefully selected and adapted PISA sample questions to build the test tool for the scientific ability of this research. Meanwhile, the quality of the scientific ability test volume was analyzed and evaluated based on the Rasch model. On the basis of good faith and validity, it examines students' scientific ability and makes an accurate evaluation of their scientific ability. This study also selects the ROSE international questionnaire as a research tool for scientific attitude, examines the interest of students (SHS) on science, attitudes towards science and technology and school science education, and is engaged in science. The idea of related professions, the degree of concern to the environment, the enthusiasm of the school science curriculum, the experience of the experience of extracurricular scientific and technological activities, and the analysis of the differences in the scientific attitude of the students of different sexes, especially different levels of scientific competence, and the preliminary revelation of the characteristics of the scientific attitude of the different students of the same sex, the scientific ability and the scientific attitude. The main findings of this study are as follows: (1) the scientific ability of the students in this study is similar to the PISA test in 2009 and 2012, and the overall level is higher. Most of the students have the most basic scientific ability (Level 2 and above); (2) there is no statistically significant gender difference in scientific ability. (3) the scientific ability of students. The development of the various dimensions of the level and scientific ability is not balanced. There are significant statistical differences between the 3 abilities of identifying scientific problems, scientifically explaining phenomena and applying scientific evidence. From high to low, the ability to use scientific evidence, the ability to explain the phenomenon scientifically, and the ability to identify scientific problems. (4) students to the Department. Interest in learning is general, and interest in different scientific topics is more scattered, and interest tends to be closely related to school science education and the experience of extracurricular scientific and technological activities. (5) students have a certain curiosity and curiosity about science, and are particularly interested in the scientific theme of "unknown", "mysterious", "dangerous" and "creative". There is a strong curiosity and desire for inquiry. (6) students have the highest recognition of self realization among the many dimensions of their working attitude in the future, but because of the lack of vocational planning education, students have not been able to connect themselves with the specific technology related professions and lead to the students' willingness to engage in environmental protection work and the technical manufacturing work. The tendency is not high. (7) the students' attitude to science curriculum is positive and correct, and fully affirms the value and use of science class. In addition, most students recognize the social value of science and technology. However, because the students in Grade 9 are still in the development stage of world outlook and values, the scientific concept and scientific and technological values are not mature. Students of different sexes and different scientific abilities have statistically significant differences in the interest in science, the attitude towards science and technology and school science education, the idea of science related professions, the degree of concern for the environment, the enthusiasm for the school science curriculum and the experience of extracurricular scientific and technological activities. The level of scientific interest increases with the level of scientific ability. The higher the level of students' scientific ability, the higher the value of science curriculum, the use of knowledge and the willingness of learning science.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.98
，
本文編號(hào)：2137989
[Abstract]:For a long time, for the evaluation of science education, even well-known international evaluation projects such as TIMSS and PISA have focused more on the assessment of students' knowledge and ability. "Ability" covers the study of students' attitudes to emotional attitudes. From the perspective of the learners, a clear understanding of the attitude of students to science, that is, how students are How to look at the essence of science? How to look at the relationship between science and its own life and social development? What is the difference between the science curriculum and other courses in their mind? It is an important task in today's science education. In view of this, this study tries to carry out the scientific attitude of students from the perspective of students' scientific ability, multidimensional and multidimensional. This study selected all nine grade students (about 15 years old) in a district of Shanghai as the research object (SHS), based on the framework of PISA2006 core scientific ability, and carefully selected and adapted PISA sample questions to build the test tool for the scientific ability of this research. Meanwhile, the quality of the scientific ability test volume was analyzed and evaluated based on the Rasch model. On the basis of good faith and validity, it examines students' scientific ability and makes an accurate evaluation of their scientific ability. This study also selects the ROSE international questionnaire as a research tool for scientific attitude, examines the interest of students (SHS) on science, attitudes towards science and technology and school science education, and is engaged in science. The idea of related professions, the degree of concern to the environment, the enthusiasm of the school science curriculum, the experience of the experience of extracurricular scientific and technological activities, and the analysis of the differences in the scientific attitude of the students of different sexes, especially different levels of scientific competence, and the preliminary revelation of the characteristics of the scientific attitude of the different students of the same sex, the scientific ability and the scientific attitude. The main findings of this study are as follows: (1) the scientific ability of the students in this study is similar to the PISA test in 2009 and 2012, and the overall level is higher. Most of the students have the most basic scientific ability (Level 2 and above); (2) there is no statistically significant gender difference in scientific ability. (3) the scientific ability of students. The development of the various dimensions of the level and scientific ability is not balanced. There are significant statistical differences between the 3 abilities of identifying scientific problems, scientifically explaining phenomena and applying scientific evidence. From high to low, the ability to use scientific evidence, the ability to explain the phenomenon scientifically, and the ability to identify scientific problems. (4) students to the Department. Interest in learning is general, and interest in different scientific topics is more scattered, and interest tends to be closely related to school science education and the experience of extracurricular scientific and technological activities. (5) students have a certain curiosity and curiosity about science, and are particularly interested in the scientific theme of "unknown", "mysterious", "dangerous" and "creative". There is a strong curiosity and desire for inquiry. (6) students have the highest recognition of self realization among the many dimensions of their working attitude in the future, but because of the lack of vocational planning education, students have not been able to connect themselves with the specific technology related professions and lead to the students' willingness to engage in environmental protection work and the technical manufacturing work. The tendency is not high. (7) the students' attitude to science curriculum is positive and correct, and fully affirms the value and use of science class. In addition, most students recognize the social value of science and technology. However, because the students in Grade 9 are still in the development stage of world outlook and values, the scientific concept and scientific and technological values are not mature. Students of different sexes and different scientific abilities have statistically significant differences in the interest in science, the attitude towards science and technology and school science education, the idea of science related professions, the degree of concern for the environment, the enthusiasm for the school science curriculum and the experience of extracurricular scientific and technological activities. The level of scientific interest increases with the level of scientific ability. The higher the level of students' scientific ability, the higher the value of science curriculum, the use of knowledge and the willingness of learning science.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.98
，
本文編號(hào)：2137989
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