高中生科学探究能力评价的实证研究  

Empirical Research on Students’ Inquiry Ability Evaluation of Senior High School

作　　者：王晶莹[1] 郭东辉[2] 

机构地区：[1]中国科普研究所 [2]首都师范大学教育学院

出　　处：《全球教育展望》2013年第7期101-109,共9页Global Education

基　　金：北京市教育科学规划青年专项课题"北京市中小学生科学探究能力的评价与发展研究"(项目编号:CAA11009)的阶段性成果

摘　　要：科学探究是当今国际基础教育改革的方向,随着我国新课程改革的深入,评价问题凸显,成为制约学生科学探究能力发展的瓶颈,本文根据PISA的指标体系,构建了认知、情境和内容三维测评框架,9个一级指标和27个二级指标,并设计混合问卷调查北京四所高中,进行师生访谈,以期对我国学生科学探究能力的评价提供启示。Scientific inquiry is the international K - 12 education reform orientation. Along with the further pace of the new curriculum reform, the problem of evaluation stands out, which becomes the bottleneck of students＇ inquiry development. This paper based target system of PISA, and built a three - dimensional framework of cognition, context and content, which is consist of 9 first - level target and 27 second - level target. We designed mix questionnaire to investigate 4 senior high schools in Beijing, and followed with teachers and students interview, to reflect upon suggestion of Chinese students＇ scientific inquiry ability.

关 键 词：高中生 科学探究能力 评价 

分 类 号：G633.98[文化科学—教育学]