国际科学教育中跨学科概念学习评估:进展与启示  

Assessment of Crosscutting Concepts Learning in International Science Education:Advances and Implications

作　　者：武倩 WU Qian(East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学,上海200062

出　　处：《中国考试》2025年第4期91-99,共9页journal of China Examinations

基　　金：2019年度教育部人文社会科学研究规划基金项目“信息化学习场域中学生深度学习阻障诊断与教学优化研究”(19YJA880048)。

摘　　要：跨学科概念是学生科学学习的重要内容,也是提升科学教育质量的关键。当前,国外跨学科概念学习的评估主要分为两种类型:一是概念理解的评估,聚焦于学生整合相关概念和观念的能力;二是概念应用的评估,强调学生将跨学科概念与学科核心概念、科学与工程实践相结合,理解现象和解决问题的能力。以之为鉴,我国开展跨学科概念学习评估应推动科学教育研究者、学科专家、测量与评估专家及一线教师深度协作,围绕贯彻教-学-评一致性、创设高质量评估情境以及强化评估任务进阶性等开发科学高效的评估工具,促进学生深度学习。Crosscutting concepts are integral to students'science learning and play a pivotal role in enhancing the quality of science education.Currently,the assessment of crosscutting concepts learning in global contexts primarily falls into two types:conceptual understanding assessments that focus on students'ability to integrate related concepts and ideas,and conceptual application assessments,which highlight students'capability to synergize crosscutting concepts in meaningful ways with connecting to disciplinary core ideas as well as scientific and engineering practices to make sense of phenomena and solve problems.Drawing on these insights,it is suggested that the development of assessments for crosscutting concepts in China should encourage in-depth collaboration among science education researchers,disciplinary experts,assessment specialists,and education practitioners.This collaborative effort should prioritize implementing teaching-learning-assessment coherence,crafting high-quality assessment scenarios,and ensuring the progressive development of crosscutting concepts within assessment tasks,thereby facilitating the development of scientific and effective assessment tools to promote students'deep learning.

关 键 词：科学教育 跨学科概念 评估设计 深度学习 

分 类 号：G405[文化科学—教育学原理]