历史—社会—文化视域下的PISA科学素养  

PISA Scientific Literacy in the Context of History,Society,and Culture

作　　者：张羽 王存宽[2] ZHANG Yu;WANG Cunkuan(College of Chemistry,Chemical Engineering and Materials Science,Shandong Normal University,Jinan,250000,China;College of Teacher Education,Ningbo University,Ningbo,315000,China)

机构地区：[1]山东师范大学化学化工与材料科学学院,济南250000 [2]宁波大学教师教育学院,宁波315000

出　　处：《全球教育展望》2024年第3期112-122,共11页Global Education

基　　金：全国教育科学“十三五”规划2020年度国家一般课题“高中学科核心素养的情境化测评框架研究”(项目编号:BHA200141)的阶段性研究成果。

摘　　要：在历史—社会—文化的视域下考察PISA科学素养的起源、内容和演变规律发现,社会现代化进程中产生的未来主义思想和标准化理念为PISA科学素养提供了文化土壤;OECD的科学教育宗旨和教育治理理念隐含的刚性框架制约了PISA科学素养的形式;其内容和演变过程受到科学素养专家组时任主席的研究偏好影响,不具备历史的归因逻辑。这使得PISA科学素养本质上是一种基础素养,不能彰显国际科学教育的发展趋势,是无法直接迁移的教育文化。在认识和理解PISA科学素养时,应该持审慎的态度,在本土的视野下进行深入探讨。Examining the origin,content,and evolutionary patterns of PISA scientific literacy from the perspective of history,society,and culture reveals that the futuristic ideas and standardization concepts generated during the process of social modernization provide the cultural foundation for PISA scientific literacy.The rigid framework implied by the OECD's goals for science education and educational governance constrains the form of PISA scientific literacy.The content and evolutionary process of PISA scientific literacy are influenced by the research preferences of the chairperson of the scientific literacy expert group at the time,lacking a logical attribution to historical factors.As a result,this essentially renders PISA scientific literacy a foundational literacy that cannot fully showcase the developmental trends of international science education and is an educational culture that cannot be directly transferred.When recognizing and understanding PISA scientific literacy,one should adopt a cautious attitude and engage in in-depth discussions from a local perspective.

关 键 词：PISA OECD 科学素养 科学身份认同 

分 类 号：G420[文化科学—课程与教学论]