摘要
培养学生的生物学科能力是科学教育的一项重要目标。通过分析和比较PISA、TIMSS、NAEP三个大型的国际科学测评项目,基于学习过程的信息加工模型,构建了由学习理解、实践应用和迁移创新三个能力要素构成的生物学科能力体系模型,并将学生的生物学科能力表现划分为五个水平。经过实证检验,可见生物学科能力体系模型是成立的。测评结果显示,从7年级到12年级,学生的生物学科能力由简单到复杂,能力表现逐渐上升。这对科学课程的设计、课堂教学和学科能力评价都有重要的参考价值。
Improving students＇ biology competency is one of the essential objectives for school science education. By analyzing and comparing the three large international science assessment frameworks, name ly, PISA, TIMSS, and NAEP, on the basis of information processing model of learning process, the authors constructed biology competency model consisting of three competency elements （i. e. , apprehension, application and innovation）, and five levels of students＇ learning performance on biology competency. Empirical evidence derived from science assessment fully supports the model, and it also showed that students＇ biology competency increased with their grade level from Grade 7 to Grade 12; and students developed more complicated competency and had better performance as grade increased. The results shed light on curriculum design, teaching, and assessment of biology competency.
出处
《教育学报》
CSSCI
北大核心
2016年第4期64-72,共9页
Journal of Educational Studies
基金
国家社会科学基金"十二五"规划2011年度教育学重点课题"中小学生学科能力表现研究"(课题批准号AHA110005)资助。总课题由北京师范大学王磊教授主持
9个学科组成的学科教育团队协同研究。"中小学生生物学科能力表现研究"子课题负责人是王健
核心成员有:王聪
刘志爽
关键词
生物学科能力
学科素养
学习理解
实践应用
迁移创新
学习表现
biology competency
subject accomplishment
apprehension
application
innovation
learning performance
