科学素质基准:知识与认知的布鲁姆分类学解读  

Scientific literacy benchmark:A Bloom's Taxonomy perspective on knowledge and cognitive dimensions

作　　者：刘玉强 冯志超 Liu Yuqiang;Feng Zhichao(School of Economics and Management,North University of China,Taiyuan 030051,China)

机构地区：[1]中北大学经济与管理学院,山西太原030051

出　　处：《今日科苑》2024年第9期63-72,共10页Modern Science

基　　金：山西省高等学校人文社会科学重点研究基地项目“山西省军民融合科技安全体系构建及预警监测研究”(项目编号:2022J022)。

摘　　要：本研究运用布鲁姆教育目标分类理论对《中国公民科学素质基准》进行深入分析,旨在揭示当前科学素质基准在知识与认知维度上的构成,并探讨其在培养公民科学素养方面的有效性。研究采用文本分析法,对基准中的26条基准和132个基准点进行编码和统计分析。结果表明:(1)在知识类型分布上,事实性知识和概念性知识占主导地位,程序性知识次之,元认知知识比重较低;(2)在认知过程维度上,以记忆、理解和应用为主,而分析、评价等高阶认知过程占比较低,创造维度未被明确分类;(3)不同基准点在知识类型和认知过程分布上呈现出明显差异,反映了科学素质培养的多样性和针对性。研究结果揭示了当前基准在培养公民高阶思维能力、元认知能力和创新思维方面的不足,同时也反映了对实践应用能力的重视,并基于以上研究提出相关政策建议。This study employs Bloom's Taxonomy of Educational Objectives to conduct an in-depth analysis of the"Scientific Literacy Benchmark for Chinese Citizens,"aiming to reveal the current composition of scientific literacy benchmark in terms of knowledge and cognitive dimensions,and to explore their effectiveness in cultivating citizens'scientific literacy.The research utilizes text analysis methodology to code and statistically analyze 26 standards and 132 benchmark points within the document.The results indicate:①In the distribution of knowledge types,factual knowledge and conceptual knowledge dominate,followed by procedural knowledge,while metacognitive knowledge has a relatively low proportion.②In the cognitive process dimension,remembering,understanding,and applying are predominant,whereas higher-order cognitive processes such as analyzing and evaluating account for a lower percentage,and the creating dimension is not explicitly classified.③Different benchmark points exhibit significant variations in the distribution of knowledge types and cognitive processes,reflecting the diversity and specificity of scientific literacy cultivation.The findings reveal deficiencies in the current benchmark regarding the cultivation of citizens'higher-order thinking skills,metacognitive abilities,and innovative thinking,while also reflecting an emphasis on practical application skills.Based on these findings,the paper proposes policy recommendations to optimize the knowledge structure of the Benchmark,enhance higher-order thinking requirements,balance knowledge and cognitive demands across benchmark items,and emphasize the cultivation of innovative thinking.These suggestions aim to guide the assessment of citizens'scientific literacy more scientifically and promote comprehensive development in knowledge acquisition,higher-order thinking,and innovative capabilities.

关 键 词：科学素质基准 布鲁姆分类学 知识类型 认知过程 

分 类 号：G322[文化科学]