强国建设背景下义务教育阶段科学教育的定位、困境与质量提升 —

文章信息/Info

Title:: The Orientation, Dilemmas and Quality Improvement of Science Education in Compulsory Education under the Background of Building China into a Powerful Country：An Analysis based on Monitoring Data

Author(s):: LI Xiao-hong WANG Ke-zhi LIU Ya-ping WANG Ying-cong; Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University

Keywords:: the construction of a Powerful Country; science education in compulsory education; monitoring on basic education quality; quality improvement

摘要:: 义务教育阶段科学教育兼具育人和育才的双重价值属性,旨在提升个体的科学素养,促进其健康全面发展,为强国建设夯实人才基础。监测结果表明,我国义务教育阶段科学教育仍存在学生科学能力结构不均衡、科学学习自信待增强、科学职业期望待提高,以及科学教师探究教学水平待提升、实验教学资源利用不充分、师资配备和专业发展待加强等困境。可以从微观、中观、外观和宏观层面构建路径框架,系统推进科学教育质量提升。微观层以探究实践为取向,推动科学教与学方式变革;中观层以学校场域为核心,构建全方位协同育人机制;外观层以持续发展为原则,推进高质量教师队伍建设;宏观层以质量提升为旨归,优化科学监测与评价制度。

Abstract:: Science education at the compulsory education stage embodies dual value dimensions of fostering both moral character and academic ability, aiming to enhance individuals’ scientific literacy, promote their healthy and all-round development, and lay a solid talent foundation for building a strong nation. Monitoring results indicate that science education in China’s compulsory education stage still faces several challenges, including an unbalanced structure of students’ scientific competency, a need for greater confidence in scientific learning, low aspirations for careers in science, room for improvement in science teachers’ inquiry-based teaching capacity, underutilization of experimental teaching resources, and deficiencies in teacher staffing and professional development support. This paper proposes a pathway framework spanning the micro, meso, exo, and macro levels to systematically improve the quality of science education: at the micro level, focusing on inquiry-based practice to drive reforms in scientific teaching and learning methods; at the meso level, centering on the school context to build a holistic collaborative education mechanism; at the exo level, adhering to the principle of sustainable development to advance the development of a high-quality teaching workforce; and at the macro level, prioritizing quality improvement to optimize the science education monitoring and evaluation system.