新课标视野下社会性科学议题教学对小学科学教育的价值探究

Exploring the Value of SSI Instruction to Science Education in Primary Schools in the Perspective of the New Science Curriculum Standards

摘要:

社会性科学议题(socio-scientific issues, SSI)教学是利用真实世界中与学生日常生活相关的复杂科学议题培养学生科学河素养的教学法框架,引导学生基于科学观念与方法、综合考量多元视角、通过协商合作最终针对议题形成道德决策或负责任的问题解决方案。在《义务教育科学课程标准(2022年版)》的视野下,SSI教学是落实新课标教育理念与教学策略的适宜框架,是培养科学核心素养的有效途径。然而,SSI教学在我国小学科学课堂中的应用与实践尚且有限,其小学科学教育的价值有待进一步发掘。本文提出,针对小学阶段的SSI教学,应当以“态度责任”素养为切入点,基于核心素养四个维度之间的相互作用,“科学思维”、“科学观念”、“探究实践”水平的提升。具体可从三个方面入手,明确态度责任素养的构成维度,形成相应的评价量规；从非形式推理转向社会科学推理(socio-scientific reasoning),关注社会科学视角转换(socio-scientific perspective taking, SSPT)的认知、情感双重面向；融合科学建模与SSI教学,挖掘科学思维与态度责任的相互促进作用。

Abstract:

Socio-scientific Issues (SSI) is a pedagogical framework for developing students'' scientific literacy through the use of complex scientific issues in the real world that are related to students'' daily lives, guiding students towards ethical and responsible negotiation and decision-making based on scientific contents and moral considerations of multiple perspectives. Under the vision of the Compulsory Education Science Curriculum Standards (2022 Edition), SSI instruction is an appropriate framework for implementing the educational concepts and teaching strategies of the new standards, and an effective way to cultivate science literacy. However, in practice SSI instruction in primary science classrooms in China are still limited, and its value in primary science education need be further explored. This paper proposes that SSI teaching in primary school should take “attitude & responsibility” as the entry point, and be based on the interaction among the four dimensions of core literacy. To do so, we can start from three aspects: clarifying the constituent dimensions of attitude and responsibility literacy and forming assessment framework; shifting from informal reasoning to social-scientific reasoning, paying attention to the cognitive and affective aspects of social-scientific perspective taking; integrating scientific modelling and SSI teaching to explore the mutual promotion of scientific thinking and “attitude & responsibility”.