科学建模能力评述：内涵、模型及测评

A Review of Scientific Modeling Competence：Connotation%2CModels and Evaluation

物理学科教学的重要育人价值之一是培养学生的科学建模能力。通过梳理近30年来科学建模能力 研究文献，发现不同学者对建模能力内涵的界定有四类不同视角：要素视角、行为视角、认知视角和建构视角。科 学建模能力的内涵呈现出多样化：要素视角侧重于科学家经验的析解；行为视角关注建模外显行为；认知视角注重 内在的建模认知过程；建构视角强调建模是主体的主动认知构建和探究行为过程。多样的视角共同揭示了科学建 模能力的内隐和外显两方面特质：内隐的心智行为能力和外显的科学探究能力。典型的建模能力模型在要素及结 构上存在差异，其测评内容、测评方式和测评工具均须依据具体的测评目的选定。

One of the important educational values of physics teaching is to cultivate students? scientific modeling competence . The study reviewed nearly 30 years of scientilic research literature on modeling competence and found that different scholars defined modeling competence in different manners including four different perspectives： the perspective of the elements， behavioral perspective， cognitive perspective and constructivist perspective . The connotation of scientific modeling competence varies： elements perspective focused on the scientists' analysis based on their experience; behavior modeling perspective concerned ex- plictt conduct; cognitive perspective focused on the intrinsic cognitive process of modeling; constructivist perspective emphasized that modeling s a process involving individuals' active cognitive construction and behavioral exploration. Thediverseperspectives reveal the implictt andexplictt featuresof scientificmodel-ing competence: implictt mental competence and explictt scientific inquiry ability. Typical models of competence show differences in the elements and structure; its evaluation content，methods and tools should be selected based on the specific purpose of evaluation.