国家青少年科学素养测评项目的国际比较与经验借鉴——美国、澳大利亚和新西兰  

International Comparison and Experience Reference of National Assessment Projects on Scientific Literacy for Adolescents:United States,Australia,and New Zealand

作　　者：李秀菊[1] 李萌 王梦倩 LI Xiu-Ju;LI Meng;WANG Meng-Qian(China Research Institute for Science Popularization,Beijing 100081,China)

机构地区：[1]中国科普研究所,北京100081

出　　处：《化学教育(中英文)》2025年第3期109-116,共8页Chinese Journal of Chemical Education

摘　　要：以美国、澳大利亚、新西兰为例,从测评框架、测评工具及测评结果等3个维度,深入剖析并比较了国际上的科学素养测评体系建设经验,为我国构建青少年科学素养测评体系提出以下4点建议:以挖掘科技创新人才为目标,建立符合中国国情的科学素养测评框架;以跨学科问题解决能力发展为核心,开发全面、分层次的科学素养测评工具;以国际比较为视野,建立我国中小学科学素养测评尺度;以家庭、学校和社会协同参与为路径,指导中小学科学教育长效发展。Taking the United States,Australia,and New Zealand as examples,this paper conducts an in-depth analysis and comparison of the construction experiences of international scientific literacy assessment systems from three dimensions:assessment frameworks,assessment tools,and assessment results.Based on this,the following four suggestions are proposed for the construction of a scientific literacy assessment system for adolescents in China:(1)Establish a scientific literacy assessment framework that aligns with China's national conditions,aiming to uncover talented individuals in scientific and technological innovation;(2)Develop comprehensive and hierarchical scientific literacy assessment tools centered on the development of interdisciplinary problem-solving skills;(3)Establish a scientific literacy assessment scale for primary and secondary schools in China with an international comparative perspective;(4)Guide the long-term development of science education in primary and secondary schools through collaborative participation of families,schools,and communities.

关 键 词：科学素养测评 国际比较 美国 澳大利亚 新西兰 

分 类 号：G632.0[文化科学—教育学]