中学生科学高阶思维培养路径的循证研究——基于fsQCA组态分析  

Evidence-Based Study on the Cultivation Path of Higher-Order Thinking in Science for Secondary School Students:Based on fsQCA Group Analysis

作　　者：陈民 荣振山 汤用翔 刘文科 田雪葳 周明 Min CHEN;Zhenshan RONG;Yongxiang TANG;Wenke LIU;Xuewei TIAN;Ming ZHOU(Guangzhou Zhixin high School,Guangzhou 511400,Guangdong;Faculty of Education,Beijing Normal University,Beijing 100875;School of Education Science Qingdao University,Qingdao 266071,Shandong;Department of Industrial Education,Taiwan Normal University,Taiwan 106101,China)

机构地区：[1]广州市执信中学党委,广东广州511400 [2]广州市中学教学教研会,广东广州511400 [3]北京师范大学教育学部,北京100875 [4]青岛大学教育科学学院,山东青岛266071 [5]青岛大学教育科学学院教育技术系,山东青岛266071 [6]台湾师范大学工业教育学系,中国台湾106101

出　　处：《中国教育信息化》2025年第4期99-108,共10页Chinese Journal of ICT in Education

基　　金：2024年广东省基础教育课程教学改革深化行动实验校研究项目“跨学科实践式工程类科普课程体系的构建”。

摘　　要：科学高阶思维作为素养时代科技创新后备人才的核心特质,其培养路径研究对提升我国科技人才储备与推进人才强国战略具有关键意义。为探明中学生科学高阶思维的多维影响因素及协同作用机制,以广州市执信中学978名中学生为研究对象,基于布朗芬布伦纳生态系统理论构建四维分析框架(学习者个体特征、家庭因素、学校因素、社会因素),采用模糊集定性比较分析法(fsQCA)进行组态路径分析。结果表明,高学段学生科学高阶思维水平显著优于低学段学生(P<0.01),且存在三条典型培养路径:情感驱动与学习品质协同组态;精准教学与优质课程互融组态;家庭、学校与社会共育组态。在此基础上,提出系统性优化策略:具身认知——构建多模态交互机制以强化个体与环境的动态适配;课程耦合——设计跨学科融合课程体系促进高阶思维迁移;三位一体——搭建家校社协同教育生态以弥合资源分布鸿沟。Scientific higher-order thinking is a core trait for nurturing innovative talent in the era of scientific literacy.To investigate the multidimensional influencing factors and synergistic mechanisms affecting secondary students’higher-order scientific thinking,this study employed Bronfenbrenner’s ecological systems theory to construct a four-dimensional analytical framework(individual learner characteristics,family factors,school factors,and social factors),conducting configuration path analysis using fuzzy-set Qualitative Comparative Analysis(fsQCA)with 978 students from Guangzhou Zhixin Secondary School.The results revealed significantly higher scientific thinking levels among upper-grade students compared to lower-grade counterparts(p<0.01),identifying three distinctive developmental pathways:(1)an affective-cognitive synergy configuration combining emotional drive and learning dispositions;(2)an instructional excellence configuration integrating precision teaching with advanced curricula;and(3)an ecological co-development configuration featuring home-school-community collaboration.Building on these findings,systemic optimization strategies are proposed:embodied cognition—establishing multimodal interaction mechanisms to enhance person-environment dynamic adaptation;curricular integration—designing interdisciplinary courses to facilitate higher-order thinking transfer;and tripartite synergy—constructing coordinated home-school-community ecosystems to bridge resource disparities.

关 键 词：中学生 科学教育 科学高阶思维 fsQCA 组态分析 

分 类 号：G434[文化科学—教育学]