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随着美国《新一代科学教育标准》的实施和我国新课程标准的推进，指向科学实践的高阶思维教学目标愈加明显。本文从对高阶思维经典内涵与结构逻辑的分类剖析中探寻科学高阶思维的本体特质，并从国内外科学教育政策和课程标准中提炼科学高阶思维的属性特质，从而明确科学高阶思维的内涵定位并构建了科学高阶思维的系统结构模型。科学高阶思维是一种具备高阶思维的层级与系统结构本体，并体现科学学科认知加工方式与特征，且对于学科领域有普适价值和方法论指导意义的较高水平的认知思维能力。作为一个多维交互的动态系统，其本质体现在学生创造性地解决科学情境问题的认知过程之中；以科学推理、科学论证和科学建模为领域属性并承担操作与执行的功能；同时，元认知与批判性思维负责调控与判断；此外，科学态度、学习动机及自我效能感等调节并影响着科学思维系统的运行。当前，科学高阶思维的培养应重点落脚于构建科学高阶思维进阶课程体系、创新科学高阶思维课堂教学模式、充分发挥信息技术的思维支架功能等方面。
Abstract：With the implementation of NGSS in the United States and the advancement of the new curriculum standard in China, there is an increasing need to teach higher-order thinking towards scientific practice. This paper explores the ontological characteristics of scientific higher-order thinking by classifying and analyzing its classic connotation and structural logic. Futhermore, it aims to extract the attribute traits of scientific higher-order thinking from domestic and foreign science education policies and curriculum standards, thereby clarifying the connotation positioning of scientific higher-order thinking and construct a systematic structural model of scientific higher-order thinking. Scientific higher-order thinking is a high-level cognitive thinking ability that possesses a hierarchical and systematic structure ontology of higher-order thinking. It reflects the cognitive processing methods and characteristics of scientific disciplines, and has universal value and methodological guidance significance for the discipline field. As a multidimensional interactive dynamic system, it is reflected in the cognitive process of students creatively solving scientific situational problems with scientific reasoning, scientific argumentation, and scientific modeling as domain attributes and assuming the functions of thinking operation and execution. Moreover, metacognition and critical thinking are responsible for regulating and judging, while scientific attitude, learning motivation and self-efficacy regulate and affect the operation of scientific thinking system. At present, the cultivation of advanced thinking in science should focus on systematically constructing an advanced curriculum system for advanced thinking in scientific disciplines. It is important to explore innovative teaching modes for advanced thinking in science classrooms, and fully utilizing the thinking support function of information technology to achieve breakthroughs.
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基本信息:
DOI：10.13927/j.cnki.yuan.20230522.002
中图分类号:G633.98
引用信息:
[1]王晶莹,周丹华,杨洋,等.科学高阶思维：内涵价值、结构功能与实践进路[J].现代远距离教育,2023,No.206(02):11-18.DOI:10.13927/j.cnki.yuan.20230522.002.
基金信息:
北京市教育科学规划“十四五”2022年度优先关注课题“大数据教育评价研究”(编号：CDEA22008)
2023-05-23
2023-05-23
2023-05-23