学生科学教学知觉对科学素养成绩影响的跨文化比较

摘要/Abstract

摘要： 教学是通过影响学生思维而达成对学业成绩的影响,知觉是思维的重要组成。本研究以国际学生评价项目PISA2006的数据为基础,考察美国、芬兰、日本和中国香港学生科学教学知觉对科学素养成绩的影响。研究结果发现,在控制学生背景变量的情况下,学生的科学教学知觉对科学素养成绩具有显著的预测作用;4个国家(地区)学生的教学知觉对科学成就的影响具有相似性,关注应用知觉和动手实验知觉显著地正向预测科学成就,而科学探究知觉和课堂交流知觉显著地反向预测科学成就;学生教学知觉对科学兴趣的影响存在一定的文化差异,美国学生的科学探究知觉和课堂交流知觉显著地正向预测科学兴趣,日本学生课堂交流知觉显著地正向预测科学兴趣。

关键词: 学生科学教学知觉, 科学素养成绩, PISA2006

Abstract: Teaching always influences student achievement by influencing student's thought and student perceptions.This study investigates the relationships between student perceptions on science instruction and scientific literacy,in USA, Finland,Japan and Hong Kong,using the Programme for International Students Assessment(PISA)2006 data.The results show that with controlling students backgrounds,student perceptions on science instruction significantly predict scientific literacy.The relationships between student perceptions on science instruction and scientific achievement are similar in USA,Finland,Japan and Hong Kong,which student perception on focusing on application and hand-on activities in classroom are significantly positive predictors,however,student perception on scientific investigation and interaction are significantly negative predictors.There are some cultural diversities in the relationships between student perceptions on science instruction and scientific interesting,which student perception on scientific investigation and interaction are significantly positive predictors in USA and student perception on interaction is significantly positive predictor in Japan.

Key words: student perceptions on science instruction, scientific literacy, PISA2006

中图分类号:

G442

吴娴, 张文静, 辛涛. 学生科学教学知觉对科学素养成绩影响的跨文化比较[J]. 心理发展与教育, 2008, 24(4): 75-79,118.

WU Xian, ZHANG Wen-jing, XIN Tao. Linkage Between Student Perceptions on Science Instruction and Scientific Literacy[J]. Psychological Development and Education, 2008, 24(4): 75-79,118.

参考文献

[1] 朱智贤主编.心理学大词典.北京:北京师范大学出版社,1989,945.
[2] Wittrock M C.Students'thought processes.In Wittrock M C,ed.Handbook of research on teaching(3rd),NY:Macmillan,1986,297-314.
[3] Sehunk D H.Theory and research on student perceptions in the classroom.In Sehunk D H,Meece J L,eds.Student perceptions in the classroom.N J:Erlbaum.1992,3-23.
[4] 吴庆麟主编.教育心理学——献给教师的书.上海:华东师范大学出版社,2003,174.
[5] Handsford B C,Hattie J A.The relationship bctween self and schievement/performanee measures.Review of Educational Research,1982,52(1).123-142.
[6] Weinstein R S,Marshall H H,Brattesani K A,et al.Student perception of differential teacher treatment in open and traditional classroom.Journal ofEduemioml Psychology,1982,74(5),678-692.
[7] Paulson S E,Marchant G J,RothlisbergB A.Early adolescents'perceptions of patterns of parents,teaehing and school atmosphere:Implicatiom for aehievement.Journal of Early Adolescence.1998,18(1),5-26.
[8] Fraser B J.Research on classroom and school climate.In Gabel D L.ed.Handbook of research on science teaching and learning.NY:Macmillan,1994,493-541.
[9] Haertei G,Walberg H J,Haertel E H.Socio-psychological environments and learning:A quantitative synthesis.British Educational Research Journal,1981,7(1),27-36.
[10] Assor A,Connell J P.The validity of students'self-reprots as measures of performance affecting self-appraisals.In Schunk D H,Meece J L.eds.Student pereepQons in the classroom.In Sehunk D H,Meeee J L,eds.Student perceptions in the classroom.NJ:Erlbaum,1992,25-47.
[11] 钟启泉.国外"科学素养"说与理科课程改革.比较教育研究,1997,18(1),16-21.
[12] OECD.A frameworkfor PISA 2006.http://www.piss.oecd.org.
[13] Holstein A,Lunetta V.The laboratory in science education:Foundations for the twenty-first century.Science Education,2004,88(1),28-54.
[14] Klahr D,Dunbar K.Dual search during scientific reasoning.Cognitive Science,1988.12(1),1-48.
[15] Kuhn D,Amscl E,O'Loughlin M.The development of scientific thinking.New York:Harcourt Brace Jovanovich,1988,228-229.
[16] Gemmnn P J,Aram R,Burke G.Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments.Journal of Research in Scienee Teaching,1996,33(1),79-99.
[17] 徐学福.美国"探究教学"研究30年.全球教育展望,2001,30(8),57-63.
[18] Csemmly P,Jorde D,Lenzen D,et al.Science education now:A renewed pedagogy for the future of Europe.http://ec.europa.eu/research/science-soeiety/decument-library/pdf-06/report-rocard-on-science-edueation-en.pdf.
[19] Lotter C,Harwood W S,Bonner J J.The influence of core teaching eoneeptions on teachers'use of inquiry teaching practices.Journal of Researchin Science Teaching,2007.44(9),1318-1347.
[20] Osborne J,hdunm S.Simon S.Enhancing the quality of Won in flehoo] science.Journal of Research in Science Teaching.2007,44(10),994-1020.
[21] Van gee E H,Iwasyk,M,Kurose A,et al.Student and teacher questioning during conversations about science.Joumal of Research in Science Teaching.2001,38(2).159-190.

相关文章 15

[1]	李妍, 梁丽婵, 周欣然, 边玉芳. 家师关系与小学生学校态度：师生关系的中介作用及父母差异[J]. 心理发展与教育, 2024, 40(1): 74-82.
[2]	杨宝琰, 马熙凤, 臧鸿瑜, 毛海燕. 经济收入和父亲受教育程度对农村初中生学习投入的影响：家庭义务感和依赖教育性未来身份的作用[J]. 心理发展与教育, 2024, 40(1): 83-92.
[3]	王淏蘭, 陈红君, 伍新春, 赵英, 孙鹏. 阅读模式对汉语儿童阅读理解的影响:有中介的调节模型[J]. 心理发展与教育, 2023, 39(3): 369-378.
[4]	程阳春, 黄瑾. 近似数量系统与数学能力的关系:一项元分析[J]. 心理发展与教育, 2023, 39(3): 379-390.
[5]	喻昊雪, 李卉, 王福兴. 大学生公正世界信念与学业倦怠的关系:应对方式与无聊倾向的链式中介作用[J]. 心理发展与教育, 2023, 39(3): 391-401.
[6]	陈旭, 张大均, 程刚, 胡天强, 刘广增. 教师支持与心理素质对中学生学业成绩的影响[J]. 心理发展与教育, 2018, 34(6): 707-714.
[7]	聂倩, 张大均, 滕召军, 陆星月, 郭成. 学生感知的学校氛围与主客观学业成绩:心理素质及其分维度的中介作用[J]. 心理发展与教育, 2018, 34(6): 715-723.
[8]	程刚, 唐昕怡, 牛娟, 李佳佳, 张大均. 中学生家庭社会经济地位与学业成绩的关系:心理素质各维度的多重中介作用分析[J]. 心理发展与教育, 2018, 34(6): 700-706.
[9]	陈朝阳, 刘志方, 苏永强, 程亚华. 高低阅读技能聋生词汇加工的语境预测性效应特点:眼动证据[J]. 心理发展与教育, 2018, 34(6): 692-699.
[10]	邹雨晨, 丁颖, 张旭然, 李燕芳. 不同类型反馈对儿童学习效果的影响及性别差异[J]. 心理发展与教育, 2018, 34(5): 567-575.
[11]	李永占. 父母教养方式对高中生学习投入的影响:一个链式中介效应模型[J]. 心理发展与教育, 2018, 34(5): 576-585.
[12]	高瑞彦, 牛美心, 杨涛, 周新林. 4~8年级学生分数数量表征的准确性及形式[J]. 心理发展与教育, 2018, 34(4): 443-452.
[13]	张婕, 黄碧娟, 司继伟, 官冬晓. 乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用[J]. 心理发展与教育, 2018, 34(4): 453-460.
[14]	王明忠, 王梦然, 王静. 父母冲突损害青少年学业成绩:努力控制与课堂参与的中介作用[J]. 心理发展与教育, 2018, 34(4): 434-442.
[15]	池丽萍, 宗正, 辛自强, 陈英和. 建构主义教学与元思维的关系:认知压力的解释[J]. 心理发展与教育, 2018, 34(2): 181-190.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed