科学探究能力表现模型的建构及其在评价中的应用  

The Construction of Scientific Inquiry Ability Performance Model and Its Application in Evaluation

作　　者：刘东方[1] Liu Dongfang(College of Teachers＇ Professional Development,Shenyang Normal University,Shenyang Liaoning 110034,China)

机构地区：[1]沈阳师范大学教师专业发展学院,沈阳110034

出　　处：《课程．教材．教法》2018年第9期122-127,共6页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金"十二五"规划2013年度教育学青年课题"我国中学生科学探究的能力发展研究"(CHA130162)

摘　　要：基于能力构成、认识方式和科学探究的基本理论建构的科学探究能力表现模型具有三个维度:一般探究能力、特定探究能力、不同类型探究任务,其中特定探究能力包含探究角度和探究思路。将学生在完成探究任务的过程中表现出的一般探究能力、探究角度和探究思路结合起来进行评价,是评价科学探究能力水平的有效途径。Based on the basic theories of ability composition, cognition methods, and scientific inquiry, the scientific inquiry ability performance model has three dimensions, general inquiry process, specific inquiry ability and various types of inquiry tasks. The specific inquiry ability includes inquiry perspectives and inquiry ideas. It is an effective way to evaluate the level of scientific inquiry ability by combining the general inquiry ability, inquiry perspective and inquiry ideas that students display in the process of completing inquiry tasks.

关 键 词：科学探究能力 认识方式 表现模型 评价 

分 类 号：G633.8[文化科学—教育学]