美国社会性科学议题教学研究及启示--以“议题探究”项目为例  

Researches of Socio-scientific Issues in American Science Education and Its Implications——Take The[RI]^(2) Project as An Example

作　　者：邴杰[1] 李诺[1] 刘恩山[1] BING Jie;LI Nuo;LIU Enshan(College of Life Sciences Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学生命科学学院,北京100875

出　　处：《比较教育学报》2021年第6期131-141,共11页Journal of Comparative Education

基　　金：全国教育教学规划课题“基础学科拔尖学生培养试验计划”(项目编号:311210004);2020年北京师范大学教学建设与改革项目(项目编号:20-09-04)。

摘　　要：近20年来,伴随着科学技术的发展,社会性科学议题的社会性、科学性、争议性、不确定性等特征为科学教育和跨学科教育提供了丰富的主题情境,让学生在社会文化视域下学习科学知识成为美国《下一代科学教育标准:NGSS》所倡导的重要内容,基于社会性科学议题的教学也成为美国科学教育中培养学生功能性科学素养的重要教学策略之一。然而,受到传统教学目标、专业话语体系及跨学科教学方法等的影响,前期美国科学教育中社会性科学议题教学的研究比较分散。为了契合美国科学教育标准要求,更好地将社会性科学议题与科学教育相结合,美国基于社会文化情境重塑STEM的理念开展了议题探究项目的研究,该项研究以情境学习理论为支撑,围绕社会性科学议题设计教学方案,注重学生对社会性科学推理能力的发展。在教学目标的设计上关注与国家科学课程标准三维目标的一致性,在教学设计上利用九步迭代法设计教学,并为教师提供了教学工具和教学评价体系。借鉴该项目设计框架,我国科学教育中的社会性科学议题教学要注重与科学课程目标的关联性,围绕议题设计单元教学模块,聚焦学生核心素养的发展,构建多元评价体系,加快社会性科学议题教学师资培养,提升科学教师社会性科学议题教学能力,通过多方联动系统搭建本土化社会性科学议题教育资源平台,为教师实施社会性科学议题教学提供助力。In the past 30 years, with the development of science and technology, the social,scientific, controversial, and uncertain characteristics of socio-scientific issues have provided rich thematic contexts for science education and interdisciplinary education, allowing students to learn in the socio-culture context. Learning scientific knowledge has become one of the themes advocated by the Next Generation Science Standards(NGSS). Teaching based on socioscientific issues has also become one of the important teaching strategies to cultivate students’ functional scientific literacy in science education. However, influenced by traditional teaching goals, professional discourse systems, and interdisciplinary teaching methods, the research on the teaching of socio-scientific issues in the early American science education is relatively scattered. In order to meet the requirements of NGSS in the United States and to better integrate socio-scientific issues with science education, the United States has carried out a research on the [RI];project based on the concept of reSTEM from sociocultural perspectives. The idea to design [RI];project in the United State is based on the contextual learning theory, and it focuses on the development of students’ Socio-scientific reasoning abilities by designing teaching programs around SSI. In terms of instructional design, it pays attention to the correlation with national science curriculum standards, uses the nine iterative process steps to design teaching,and provides teaching tools and teaching evaluation system for teachers. Drawing on the design framework of the project, the issue of science education in China should pay attention to the relevance with curriculum objectives, design unit teaching module around relevant issues, focus on the development of students’ core literacy, construct multiple evaluation system, speed up SSI teacher training, improve teaching abilities of science teachers, establish multi-party linkage alliance, and construct localized investigation into re

关 键 词：社会性科学议题 社会性科学议题教学 社会性科学推理 单元教学设计 

分 类 号：G4[文化科学—教育学]