摘要
建立对自然系统的特性和行为的科学解释的能力一度被认为是科学课程学习的核心能力。认知心理学的研究表明，如果学生在学习或解决问题时能自行产生解释，就可以加深对主题的理解，并改善知识的传播。2012年，NGSS将“建构解释”视为主要的科学实践之一，多项科学教育文献和有关科学教育的改革文件一直在强调学生参与建构自己的科学解释的重要性。
关于评价物理学科领域学生的科学解释能力，本文根据科学解释的哲学释义对学生的科学解释能力进行概念界定，结合国外现有研究成果构建了包括解释的深度、解释的结构性、解释的统一性三个维度的科学解释能力的理论框架，编制了三道高中物理电学部分的测试题对上海市不同层次水平的三类学校10个物理等级考班级的学生的科学解释能力进行了调查。
结果表明高中物理等级班的学生具有推论最佳解释的能力，但学生所表现出的整体科学解释能力水平较低，大多数学生只能解释到活动深度，其解释不具有良好的逻辑结构，而在统一性方面学生很难推论出具有广泛适用性的解释。同时我们发现三个维度之间，学生的解释深度、解释结构分别于解释统一性存在一定的相关性。对不同层次学校学生的解释能力的对比分析，三类学校学生解释能力具有显著性差异。
对学生所作科学解释特点进行分析，我们发现：①高中的学生不再出现目的论解释，具有较高的因果敏
感性和知识储备能够完成解释推论。②受直觉思维的影响，进行局部推理、集中式推理，难以对系统中作为微观级交互结果出现的宏观级属性进行推理。③专注于线性顺序因果链，难以进行复杂结构关系解释。针对提高学生科学解释能力，我们提出了进行情境式学习、探究式学习，进行明确的科学解释培训，进行交互式计算机仿真和提高学生元认知能力的教学建议。
关键词：科学解释能力因果机制推论最佳解释
Abstract
The ability to establish a scientific explanation of the characteristics and behavior of natural systems was once considered to be the core competence of science cours. Cognitive psychology rearch shows that if students can generate their own explanations when studying or solving problems, they can deepen their understanding of the topic and improve the spread of knowledge. In 2012, NGSS regarded "construction interpretation" as one of the main scientific practices. A number of scientific education documents and reform documents on science education have always emphasized the importance of students' participation in constructing their own scientific interpretations.
Regarding the evaluation of the scientific interpretation ability of students in the field of physics, this article conceptually defines the scientific interpretation ability of students in the field of physics bad
on the philosophical interpretation of scientific interpretation, and combines the existing rearch results abroad to construct the depth of interpretation, the structure of interpretation, and interpretation The theoretical framework of the three-dimensional scientific interpretation ability of the unity of the unity of the three dimensions of the high school physics and electricity ction was compiled to investigate the scientific interpretation ability of students in 10 physical examination class of three types of schools at different levels in Shanghai. .
The results show that the students in the high school physics class have the ability to infer the best explanation, but the students show a low level of overall scientific explanation ability. Most students can only explain the depth of activities, and their explanations do not have a good logical structure. In terms of unity, it is difficult for students to deduce an explanation that has broad applicability. At the same time, we found that among the three dimensions, students' interpretation depth and interpretation structure have certain relevance to interpretation unity. A comparative analysis of the极度严寒
interpretive abilities of students at different levels of school shows that the interpretive abilities of students in the three types of schools are significantly different.
By analyzing the characteristics of scientific explanations made by students, we found that: ①High s
chool students no longer have teleological explanations, and have high causal nsitivity and knowledge rerves to complete interpretation inferences.
②Under the influence of intuitive thinking, local reasoning and centralized reasoning are difficult to reason about the macro-level attributes that appear as micro-level interaction results in the system. ③Focus on linear quential causal chains, making it difficult to explain complex structural relationships. In order to improve students 'scientific interpretation ability, we put forward teaching suggestions for situational learning, inquiry learning, clear scientific explanation training, interactive computer simulation and improving students' metacognitive ability.
Keywords: scientific explanation ability, causal mechanism, infer the best explanation
高中生科学解释能力调查研究
——以电学部分知识为例
目录
第1章绪论 (1)
1.1研究背景 (1)
公众号关联小程序
1.2研究内容 (2)
1.3研究意义 (3)
1.3.1理论意义 (3)
1.3.2实践意义 (4)
1.4文献综述 (5)
1.4.1国内研究现状 (5)
到处用英语怎么说
1.4.2国外研究现状 (7)
1.5研究方法 (10)
1.6研究思路 (11)
第2章科学解释能力的理论框架 (12)
2.1科学解释能力评价的哲学基础 (12)
2.2科学解释能力评价框架相关研究 (14)
2.3高中生科学解释能力的评价框架 (16)
2.3.1解释的深度 (17)
2.3.2解释的结构性 (18)
2.3.3解释的统一性 (20)
第3章电学测试题的编制 (21)
3.1学生电学学习困难的相关研究 (21)
3.1.1电学的教与学：宏观观察与微观理论的联系 (21)
蔓延是什么意思3.1.2物理教育研究中出现的问题 (22)
3.1.3关于学生学习困难研究的总结 (23)
3.1.4产生这些困难的原因 (24)
3.2测试题试测与修改 (24)
3.2.1第一轮试测 (25)
3.2.2第二轮试测 (25)
3.2.3第三轮测试 (26)
花诗
3.2.4电学测试题 (27)
3.3测试题检验与项目分析 (27)
3.3.1试题检验 (28)
3.3.2项目分析 (30)做梦来月经了什么预兆
第4章学生科学解释能力调查研究设计 (31)
4.1研究问题 (31)
4.2测试工具 (31)
4.3研究对象 (31)
4.4计分编码 (31)
4.5数据处理与模型选择 (34)
第5章调查结果与分析 (35)
砂石料场
5.1框架与试题信效度分析 (35)
5.1.1题目检验 (35)小孩养什么宠物好
5.1.2数据对框架的实证检验 (35)
5.1.3信度 (36)
5.2学生的总体科学解释能力 (36)
5.3学生在各维度上的表现 (38)
5.3.1学生在深度维度表现 (38)
5.3.2学生在结构维度的表现 (40)
5.3.3学生在统一性维度的表现 (40)
5.4三层学校学生解释能力对比 (42)
第6章高中生科学解释特点分析与教学建议 (43)
6.1高中生进行科学解释的特点分析 (43)
6.2教学建议 (45)
