摘要
基于“学业评价促发展”基本理念,以2024年广东省高考生物学试题为研究对象,深入分析科学思维素养的考查情况。结合问题情境的主题和复杂度、科学思维的考查层次及分值占比等维度的分析框架,发现试题依托科学实验与探究情境,主要借助陌生情境检验科学思维真实水平,并构建梯度考查体系,全面深入地考查学生的科学思维。结合研究结果,探讨科学思维培养的有效策略与科学思维测评的新趋势,为中学生物学科学思维素养的培养与测评提供参考。
Based on the principle of“academic assessment promotes development”,this study analyzes the assessment of scientific thinking literacy in the biology test of the Guangdong Provincial College Entrance Examination in 2024.By examining the themes and complexity of problem contexts,levels of scientific thinking assessment,and score distribution,it is found that the test,rooted in scientific experiments and inquiry contexts,primarily evaluate authentic scientific thinking through unfamiliar scenarios,forming a graded assessment system for comprehensive evaluation.Drawing on findings,effective strategies for cultivating scientific thinking and emerging assessment trends are discussed,offering insights for the cultivation and evaluation of scientific thinking literacy in junior and senior high school biology.
作者
吴燕燕
邹舒琪
李德红
WU Yanyan;ZOU Shuqi;LI Dehong(College of Life Sciences,South China Normal University,Guangzhou 510631,China)
出处
《生物学教学》
北大核心
2025年第6期63-66,共4页
Biology Teaching
关键词
高考试题
生物学
科学思维
College Entrance Examination questions
biology
scientific thinking
