我国化学学习进阶研究的回顾与展望——基于化学认识方式及学科能力理论视角

Review and Prospects of Chemistry Learning Progression Research in China-Based on the Perspective of Chemical Cognition Model and Subject Competency Framework

学习进阶是21世纪以来受到国内外教育研究者和实践者广泛关注的研究热点。本文梳理并总结了近20年来我国化学学科学习进阶研究的代表性理论框架——化学认识方式及学科能力模型,对基于该理论框架所开展的关于学科核心概念、跨学科概念、科学实践、学科核心素养4个维度的学习进阶研究成果进行了综述。本研究还进一步讨论了学习进阶研究的关键问题和后续研究重点。

Since the 2lst century,"Learning Progressions"has been a significant focus of attention for both domestic and international educational researchers and practitioners.This paper reviews and summarizes the representative theoretical frameworks of learning progressions in chemistry research over the past 20 years,specifically focusing on the Chemical Cognitive Model and Subject Competency Framework.On this basis,it uses the research conducted by the chemistry education research team at Beijing Normal University as an example to present the theoretical framework and learning progression research results through core disciplinary concepts,interdisciplinary concepts,scientific practices,and core subject competencies.The paper also discusses key issues in learning progression research and highlights future research priorities.