PISA2025科学身份评估推动科学教育高质量发展

PISA2025 Scientific Identity Assessment Drives High Quality Development of Science Education

帮助学生建立对科学的认同感和归属感,进而促使学生“像科学家一样思考”已成为世界各国科学教育高质量发展的核心目标,但学界对“科学身份认同感”的培养与评估尚未达成共识。新发布的《PISA2025科学素养评估框架》在“科学态度”基础上生发出“科学身份”维度,旨在凸显学生对科学身份的认同感与归属感,这为我国科学教育的高质量发展提供了参考。研究详细梳理了PISA2006、PISA2015和PISA2025评估框架中科学素养概念与评估维度的历史演进,厘清了科学情境、科学知识和科学能力中科学身份的内涵与特征,明晰了科学身份对促进科学教育持续高质量发展的战略意义。结合“科学身份”和我国科学教育的发展诉求,研究提出以下建议:立足科学态度,实现向科学身份的评估理念转变;创设科学情境,促进科学实践活动的落地生根;落实评估与反思,驱动科学探究全过程的改进与完善;培养学生的信息批判力,实现对科学信息的辨伪存真。

Helping students establish a sense of identity and belonging to science and then prompting stu-dents to"think like a scientist"has become the core objective of the high-quality development of science edu-cation in countries all over the world,but there is no consensus in the academic community on the cultivation and assessment of"sense of identity".The newly released PISA2025 Science Literacy Assessment Framework derives the dimension of"scientific identity"on the basis of"scientific attitude",aiming at highlighting students'sense of identity and sense of belonging to science,which provides a reference for the high quality of science education in China.The study has reviewed in detail the historical evolution of the concepts and assessment di-mensions of science literacy in the assessment frameworks of PISA2006,PISA2015 and PISA2025,clarified the connotation and characteristics of scientific identity in science contexts,science knowledge and science compe-tence,and clarified the strategic significance of scientific identity in promoting the sustained and high-quality de-velopment of science education.Combining"scientific identity"and the development demands of science educa-tion in China,the study puts forward the following suggestions:to realize the change of assessment concepts to scientific identity based on scientific attitudes;to create scientific contexts to promote the practical activities of science;to implement assessment and reflection to drive the improvement and refinement of the whole pro-cess of scientific inquiry;and to cultivate students'ability to criticize information and enable them to distin-guish falsehood while preserving truth in scientific information.