PISA2015科学素养测评框架新动向及其对我国科学教育的启示  

The New Trends of Science Literacy Assessment Framework in PISA 2015 and Its Implications to Chinese Science Education

作　　者：刘帆[1] 文雯[2] 

机构地区：[1]首都师范大学教育学院,北京100048 [2]清华大学教育研究院,北京100084

出　　处：《外国教育研究》2015年第10期117-128,共12页Studies in Foreign Education

基　　金："清华大学教育研究院天行教育研究中心"2014年度资助项目

摘　　要：PISA 2015科学素养评估的概念框架出现了一些新动向,譬如,在核心科学能力上强化自主设计科学探究和依据相关知识有效性准则评估科学探究的能力,对"程序性知识"和"认识论知识"等更能准确界定知识生产过程和逻辑本身的知识类型的强调,在评测技术上对题目"认知难度"的引入等,这些新动向为我国科学教育的改革和发展提供了重要的启示。In PISA 2015, some new trends are emerging in the assessment framework of science literary. The competencies required for science literacy lay stress on the impor- tance of designing scientific enquiry and of evaluating scientific enquiry based on the validity criterion of scientific knowledge. The new concept of procedural knowledge and epistemic knowledge are introduced to more accurately reflect the process and logic of knowl- edge production. Levels of cognitive demand is also a new feature in PISA 20/5. These new developments have important implications for the innovation of science education in China.

关 键 词：科学素养 知识 能力 态度 精熟度水平 

分 类 号：G632[文化科学—教育学]