SOLO分类理论在科学论证评价中的应用
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摘要
基于SOLO分类理论,构建论证评价标准,以"全球变暖"作为议题,调查了广州市某中学初三至高三年级共327名学生的科学论证能力。结果表明,中学生论证能力的整体水平不高,处于单一结构与多元结构水平之间。各论证要素的得分从高到低为:证据>理由>主张>反证,其中证据和理由的得分均显著高于主张和反证的得分。各年级男女学生在所有论证要素的得分中没有显著性差异。证据得分,高三>高二>高一;理由得分,高三、高二>初三;主张和反证得分4个年级没有显著性差异。本研究的创新之处是将SOLO分类理论应用于科学论证评价,突破了以往论证评价框架中,仅依据论证要素是否具备及数量来评价的视角,从而深入到论证要素之间关系的考察。
Based on the SOLO taxonomy,a criteria of scientific argumentation ability was constructed and using "Global Warming"as the topic,a survey was carried out to evaluate the scientific argumentation ability of 327 students from grade 9 to 12 in a middle school in Guangzhou.The results showed that the overall of middle school students' argument ability was relatively low,which was between the uni-structural and multi-structural levels.The scores of the argument elements were:evidence>reason>claim>rebuttal,where the scores of evidence and reason were significantly higher than the scores of claim and rebuttal.There were no noteworthy differences in male and female students in all grades.In the results of evidence score,students of grade 12 were much higher than grade 11,and grade 11 students were significantly higher than those grade 10;in the scores of reason,students of grade 11 and 12 were notably higher than grade 9;and there was no considerable difference between the four grades in claim and rebuttal parts with low scores.The advance of this work was applying the SOLO taxonomy as an evaluation scheme in scientific argumentation,which broke through the previous evaluation model of argumentation that only based on the available argument elements and their number,thus could further explore the relationship within the argument elements.
Based on the SOLO taxonomy,a criteria of scientific argumentation ability was constructed and using "Global Warming"as the topic,a survey was carried out to evaluate the scientific argumentation ability of 327 students from grade 9 to 12 in a middle school in Guangzhou.The results showed that the overall of middle school students' argument ability was relatively low,which was between the uni-structural and multi-structural levels.The scores of the argument elements were:evidence>reason>claim>rebuttal,where the scores of evidence and reason were significantly higher than the scores of claim and rebuttal.There were no noteworthy differences in male and female students in all grades.In the results of evidence score,students of grade 12 were much higher than grade 11,and grade 11 students were significantly higher than those grade 10;in the scores of reason,students of grade 11 and 12 were notably higher than grade 9;and there was no considerable difference between the four grades in claim and rebuttal parts with low scores.The advance of this work was applying the SOLO taxonomy as an evaluation scheme in scientific argumentation,which broke through the previous evaluation model of argumentation that only based on the available argument elements and their number,thus could further explore the relationship within the argument elements.
引文
[1] 王星乔,米广春.中国教育学刊,2010(10):50-52
[2] 任红艳,李广洲.外国中小学教育,2012(9):28-34
[3] Jiménez-Aleixandre M P,Rodríguez A B,Duschl R A. Science Education,2000,84(6):757-792
[4] Biggs J B,Collis K F. Science,2009,239(4845):1231-1231
[5] 黄爱民.化学教学,2013 (1):6-8
[6] 邓阳.科学论证及其能力评价研究.武汉:华中师范大学博士学位论文,2015:46,176-177
[7] 罗秀玲,肖信,陈欢.化学教育,2016,37(16):43-47
[8] Biggs J B,Collis K F.学习质量评价:SOLO分类理论. 高凌飚,张洪岩,译.北京:人民教育出版社,2010:30
[2] 任红艳,李广洲.外国中小学教育,2012(9):28-34
[3] Jiménez-Aleixandre M P,Rodríguez A B,Duschl R A. Science Education,2000,84(6):757-792
[4] Biggs J B,Collis K F. Science,2009,239(4845):1231-1231
[5] 黄爱民.化学教学,2013 (1):6-8
[6] 邓阳.科学论证及其能力评价研究.武汉:华中师范大学博士学位论文,2015:46,176-177
[7] 罗秀玲,肖信,陈欢.化学教育,2016,37(16):43-47
[8] Biggs J B,Collis K F.学习质量评价:SOLO分类理论. 高凌飚,张洪岩,译.北京:人民教育出版社,2010:30