培养解决真实性问题的素养——欧盟“社会性科学探究式学习”研究

Enhancement of Students' Competence in Solving Authentic Problems:Research on the Socio-scientific Inquiry-based Learning in the European Union

素养导向的教学变革强调提升学生解决真实性问题的素养,而随着教学变革的持续深入,教学实践中问题情境真实性不足的困境愈发凸显,学生创造性解决真实性问题的能力难以得到提升。为此,社会性科学议题由其真实性、争议性、劣构性等特征为创设真实性问题情境提供了新思路。在科技与社会持续发展的背景下,欧盟开启“促进科学教育中负责任研究与创新的实现”项目,开发教学新范式,建构“社会性科学探究式学习”教学框架。此外,项目跨国联合高校、研究机构等先后设计实施多项教师培训计划,致力于提升教师教学能力。借鉴该项目提出的教学框架与教师培训计划,我国可深入挖掘社会性科学议题之于真实性问题情境创设的重要价值,探索其与其他教学方法融合的可行路径;全面优化教师培训项目,助力社会性科学议题教学在我国的本土化实践与创新。

The competency-oriented teaching reform emphasizes the enhancement of students ' competence in solving authentic problems.However,with the continuous deepening of teaching reform,the dilemma of insufficient authenticity of problem context in teaching has become increasingly prominent.In that case,students' ability to solve authentic problems creatively couldn't be improved.Socio-scientific issue(SSI) provides us with new ideas to create authentic problem contexts owing to their authentic,controversial,and ill-structured characteristics.Under the background of technological and social development,the European Union launched the Promoting Attainment of Responsible Research & Innovation in Science Education project to develop a new paradigm for the SSI teaching and construct the Socio-scientific Inquiry-based Learning(SSIBL) pedagogical framework.What's more,the project has designed and implemented a number of teacher training programs through transnational collaborations with universities,research institutions,and others to improve teachers' teaching abilities of SSIBL.Drawing on the pedagogical framework and teacher training programs developed by the project,China can explore the important values of SSI in creating authentic problem context and feasible paths for its integration with other pedagogies,and comprehensively optimize teacher training programs to assist the localization practice and innovation of SSI teaching in China.