社会性科学议题教学模式的建构与实施策略  

Construction and Implementation Strategy of the Teaching Mode for Socio-Scientific Issues

作　　者：耿淑玲[1] 唐丁 丁亚欣 GENG Shu-Ling;TANG Ding;DING Ya-Xin(College of Chemistry and Chemical Engineering,Hunan Normal University,Changsha 410081,China)

机构地区：[1]湖南师范大学化学化工学院,湖南长沙410081

出　　处：《化学教育（中英文）》2024年第21期52-57,共6页Chinese Journal of Chemical Education

摘　　要：社会性科学议题教学有助于促进学生核心素养的发展。通过对国内外社会性科学议题教学模式研究的梳理,构建了以情境认知理论和建构主义理论为基础,“做中学”为实施路径的教学模式,包括“创设议题情境”“化学知识的学习和社会因素的探索”“建立科学-社会分析模型”“讨论与决策”“建立社会性科学议题协商模型”和“综合评价”等环节。为了更好地将该教学模式应用于实践,提出如下实施策略:构筑真实议题情境;探索化学与社会领域;云集多方立场制定决策;实施多元综合评价。以期为化学教师组织社会性科学议题教学提供参考。Teaching Socio-Scientific Issues can help promote the development of students’core competencies.By reviewing the research on the teaching mode of Socio-Scientific Issues both domestically and internationally,a teaching mode based on situated cognition and constructivism,with“learning by doing”as the implementation path,has been constructed,including“creating topic contexts”“learning chemistry knowledge and exploring social factors”“establishing a scientific-social analysis model”“discussion and decision-making”“establishing a negotiation model for Socio-Scientific Issues”and“comprehensive evaluation”links.In order to better apply this teaching mode to practice,the following implementation strategies are proposed:constructing real topic contexts;Exploring the fields of chemistry and society;Gathering multiple positions to make decisions;Implement multiple evaluations,in order to provide reference for chemistry teachers to organize Socio-Scientific Issues teaching.

关 键 词：社会性科学议题 教学模式 实施策略 

分 类 号：G633.8[文化科学—教育学]