科学探究能力评价的适切性研究  

The Appropriate of Inquiry Abilities Assessment

作　　者：罗国忠[1] 

机构地区：[1]广西教育学院,南宁530023

出　　处：《全球教育展望》2011年第3期88-91,共4页Global Education

基　　金：广西教育厅科研资助项目“基于公平视角的科学探究能力评价有效性研究”(编号为201012MS272)

摘　　要：采用引导性和开放性探究任务,评价1200名初三学生的科学探究能力,以研究在两类任务情境中科学探究能力评价的差异及适切性。研究发现,引导性探究任务没有构成一个产生式系统,它适合于评价初级的离散科学探究能力;开放性探究任务构成一个复杂的产生式系统,它适合于评价高级的完整科学探究能力。这些发现表明,在科学探究能力评价中,开放程度不同的探究任务有各自的适用情况不能相互替代。This research assessed scientific inquiry abilities of 1200 students from grade three in middle school using guided and open inquiry,to study the differences between the two assessment methods,as well as the application scope of the two assessment methods.The results show that guided inquiry doesn＇t constitute a production system,which focuses on discrete scientific inquiry abilities,and is suitable for less experienced students;open inquiry constitutes a complex production system,which focuses on complete scientific inquiry abilities,and is suitable for more experienced students,indicating that guided and open inquiry cann＇t substitute for each other,and each has their own scope of application.

关 键 词：引导性探究 开放性探究 产生式系统 评价 适切性 

分 类 号：G311[文化科学]