小学四年级学生科学论证思维要素与测评  

Elements and Evaluation of Argumentation Thinking of Fourth-Grade Primary School Students

作　　者：柏毅[1] 秦银霞 BAI Yi;QIN Yinxia

机构地区：[1]东南大学儿童发展与教育研究所,儿童发展与学习科学教育部重点实验室,江苏南京211189

出　　处：《天津市教科院学报》2025年第1期3-14,共12页Journal of Tianjin Academy of Educational Science

摘　　要：科学论证思维是科学学科核心素养的重要组成部分,目前国内尚缺乏小学生科学论证思维发展现状的实证研究。通过探讨科学论证思维的内涵和要素,构建适用于小学生的科学论证思维要素和测评框架,在此基础上,设计了科学论证思维评测的知识掌握型和问题解决型测试问卷,对其进行了信度和效度的分析,以此了解小学四年级学生科学论证思维的发展现状。对89名研究对象开展测评,并从整体、性别和原有科学成绩水平等角度进行了具体分析,得出以下结论:小学生科学论证思维的整体发展水平较低,男女之间存在性别差异,而且科学成绩水平与科学论证思维的发展存在相关性。据此提出小学生科学论证思维的培养建议和策略。Scientific argumentation thinking is essential for core literacy in scientific disciplines,with a noted scarcity of empirical studies examining its development among Chinese primary school students.Delineating the connotations and elements of scientific argumentation thinking and constructs an evaluation framework suitable for primary school students.Utilizing this framework,knowledge-based and problem-solving assessments were formulated to evaluate scientific argumentation thinking,with subsequent analysis confirming their reliability and validity.The development status of scientific argumentation thinking was examined in a sample of 89 fourth-grade students,with analysis conducted across overall development,gender,and pre-existing levels of scientific achievement.Results reveal a generally low level of scientific argumentation thinking among primary school students,with discernible gender disparities and a correlation between scientific achievement and the development of scientific argumentation thinking.Strategies for fostering scientific argumentation thinking in primary school students are suggested in light of these findings.

关 键 词：小学科学 科学论证思维 论证思维测评 书面论证 

分 类 号：G622.0[文化科学—教育学]