学生科学教学知觉对科学素养成绩影响的跨文化比较  

Linkage Between Student Perceptions on Science Instruction and Scientific Literacy

作　　者：吴娴[1] 张文静[2] 辛涛[2] 

机构地区：[1]广西师范学院物理与电子信息科学系,南宁530023 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2008年第4期75-79,118,共6页Psychological Development and Education

基　　金：全国教育考试十一五规划重点项目(2006JKS3101);广西软科学项目(05111015(2005)

摘　　要：教学是通过影响学生思维而达成对学业成绩的影响,知觉是思维的重要组成。本研究以国际学生评价项目PISA2006的数据为基础,考察美国、芬兰、日本和中国香港学生科学教学知觉对科学素养成绩的影响。研究结果发现,在控制学生背景变量的情况下,学生的科学教学知觉对科学素养成绩具有显著的预测作用;4个国家(地区)学生的教学知觉对科学成就的影响具有相似性,关注应用知觉和动手实验知觉显著地正向预测科学成就,而科学探究知觉和课堂交流知觉显著地反向预测科学成就;学生教学知觉对科学兴趣的影响存在一定的文化差异,美国学生的科学探究知觉和课堂交流知觉显著地正向预测科学兴趣,日本学生课堂交流知觉显著地正向预测科学兴趣。Teaching always influences student achievement by influencing student＇s thought and student perceptions. This study investigates the relationships between student perceptions on science instruction and scientific literacy, in USA, Finland, Japan and Hong Kong, using the Programme for International Students Assessment （PISA） 2006 data. The results show that with controlling students backgrounds, student perceptions on science instruction significantly predict scientific literacy. The relationships~ between student perceptions on science instruction and scientific achievement are similar in USA, Finland, Japan and Hong Kong, which student perception on focusing on application and hand - on activities in classroom are significantly positive predictors, however, student perception on scientific investigation and interaction are significantly negative predictors. There are some cultural diversities in the relationships between student perceptions on science instruction and scientific interesting, which student perception on scientific investigation and interaction are significantly positive predictors in USA and student perception on interaction is significantly positive predictor in Japan.

关 键 词：学生科学教学知觉 科学素养成绩 PISA2006 

分 类 号：G442[哲学宗教—心理学]