小学科学高阶认知能力的内涵和培养策略  

Connotation of Higher-order Cognitive Competence of Science Subject in Primary Schools and the Cultivation Strategies of the Competence

作　　者：张懿 叶宝生[2] ZHANG Yi;YE Baosheng(Affiliated Primary School of Tsinghua University,Beijing 100080;College of Primary Education,Capital Normal University,Beijing 100048)

机构地区：[1]清华大学附属小学,北京100080 [2]首都师范大学初等教育学院,北京100048

出　　处：《湖南第一师范学院学报》2023年第4期45-51,共7页Journal of Hunan First Normal University

摘　　要：小学科学高阶认知能力的培养有助于小学生系统地形成科学观念,在探究实践中训练科学思维、培养科学态度和社会责任感,将已有知识转化为新知识,进而为发展科学核心素养奠定基础。借鉴布卢姆教育目标分类学为理论,结合小学科学课程的性质和内容,阐明意义建构、审辩判断、转化创造这三种高阶认知能力的内涵,并从“教-学-评”一致性的角度提出小学科学高阶认知能力的培养策略,即在教学目标中体现高阶认知水平、在教学过程中落实高阶认知能力培养、以教学评价保障高阶认知能力培养的有效性。The cultivation of higher-order cognitive competence of science subject in primary school helps pu-pils to form scientific ideas systematically,train scientific thinking in inquiry practice,cultivate attitude and respon-sibility,transform new knowledge and new applications from what they have learned,and thus lay a foundation for the development of core quality of science.Guided by Bloom’s taxonomy of educational objectives and combined with the curriculum nature and content of primary science,this paper clarifies the origin and connotation of three kinds of higher-order cognitive competence:meaning construction,critical thinking,transformation and creation,and reveals the cultivation strategies of higher-order cognitive competence of science in primary school from the perspective of consistency of“teaching-learning-evaluation”.It is effective to define the goal of higher-order cogni-tive level in the teaching objective,implement the cultivation of higher-order cognitive competence in the teaching process,and guarantee the cultivation of higher-order cognitive competence by teaching evaluation.

关 键 词：小学科学 高阶认知能力 意义建构 审辩判断 转化创造 

分 类 号：G620[文化科学—教育学]