生物学科能力及其表现研究

Composition and Performance of Biology Competency

培养学生的生物学科能力是科学教育的一项重要目标。通过分析和比较ＰＩＳＡ、ＴＩＭＳＳ、ＮＡＥＰ 三个 大型的国际科学测评项目，基于学习过程的信息加工模型，构建了由学习理解、实践应用和迁移创新三个能力要素 构成的生物学科能力体系模型，并将学生的生物学科能力表现划分为五个水平。经过实证检验，可见生物学科能 力体系模型是成立的。测评结果显示，从７年级到１２ 年级，学生的生物学科能力由简单到复杂，能力表现逐渐上 升。这对科学课程的设计、课堂教学和学科能力评价都有重要的参考价值。

Improving students' biology competency is one of the essential objectives for school science education. By analyzing and comparing the three ^rge international science assessment frameworks， namely， PISA， TIMSS， and NAEP， on the basis of information processing model of learning process， the authors constructed biology competency model consisting of three competency elements (. e. ， apprehension， application and innovation) ， and iive levels of students' learning performance on biology competency. Empirical evidence derived from science assessment fully supports the model， and it also showed that students' biology competency increased with their grade level from Grade 7 to Grade 12； and students de- veloped more complicated competency and had better performance as grade increased. The results shed llght on curriculum design， teaching， and assessment of biology competency.