重新理解“科学素养”:一种日常实践的视角  

Re-Exploring the Meaning of Scientific Literacy:Empirical Evidence from the Perspective of Everyday Practice

作　　者：杨淏璇 唐佳欣 肖思汉[1] YANG Hao-xuan;TANG Jia-xin;XIAO Si-han(Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《基础教育》2024年第4期101-112,共12页Journal of Schooling Studies

摘　　要：科学素养的培育是全球公认的科学教育目标,但科学素养的内涵在学界尚未达成共识。由于实证研究的缺乏,已有研究对于一个具备科学素养的人在生活中究竟是何种形象也并不明确。研究将科学素养置于“公众参与科学”和“个体意义建构”的日常实践视角下,通过对15位大学毕业生的深度访谈进行自下而上的分析,提出了“中国学生看待科学”的分类模型,包括“潜在科学家”“关注实用的外行”“欣赏科学的外行”和“其他聪明孩子”四类。基于这一分析结果,研究指出,科学素养应具有包容性并指向可持续发展,从而面向全体学生;科学教育应重视学生对科学的理解与欣赏,而非仅关注科学的“实用性”;应理性审视学校教育在科学素养培养上的可为与不可为,推动学校与社会的长期协同。The cultivation of scientific literacy is a globally recognized goal of science education,yet there is no consensus within the academic com-munity on its precise meaning.Due to a lack of empirical research,it remains unclear what an individual with scientific literacy looks like in everyday life.This study situates scientific literacy within the experiential perspectives of‘public engagement with science’and‘individual sense-making’.Through a bottom-up analysis of in-depth interviews with 15 university graduates,a classification model of‘Chinese students'perspectives on science’is proposed.This model includes four categories:‘potential scientists’‘practically concerned outsiders’‘science-appreciating outsiders’and‘other smart kids.’Based on these findings,the study argues that scientific literacy should be inclusive and aimed at sustainable development,thereby addressing all students.Science education should focus on fostering students'understanding and appreciation of science,rather than merely emphasizing its practical utility.Addi-tionally,it calls for a rational assessment of the capabilities and limitations of school education in cultivating scientific literacy,advocating for long-term collaboration between schools and society.

关 键 词：科学素养 公众参与科学 科学教育目标 日常实践 

分 类 号：G40-013[文化科学—教育学原理]