贺向向,熊建文

• 1:华南师范大学物理与电信工程学院

摘要(Abstract)：

STSE教育内容是科学素养的重要组成部分，是塑造具有科学素养人才的重要方法，也是2017年版普通高中理科课程标准所确立的重点课程目标。教科书作为学生获取知识的主要素材和教学的重要资源，其在一定程度上影响着教师和学生对STSE教育内容的认识与理解，也影响着学生科学素养的达成。为了探究教科书对科学素养的贡献，建立了“科学素养导向的STSE教育模型”,基于该模型建构了STSE教育内容的文本分析框架(包括5个一级维度和17个二级指标)。以人教版高中物理教科书(共六册)作为研究对象，对教科书中STSE教育内容进行了定量与定性相结合的研究，共确定了179个与STSE教育内容相关的陈述。结果表明，该教科书高度强调科学、技术、社会、环境的相互关系，为科学素养的达成提供了重要素材，但也发现五个维度的表征不均衡且部分二级指标有缺失，也存在技术作为应用科学知识论层面的认识。最后，针对研究结果提出了一些建议。

关键词(KeyWords)： 教科书分析;STSE教育内容;科学素养;高中物理

Abstract:

Keywords:

基金项目(Foundation): 协同创新视域下粤港澳大湾区中学生科学素养的现状和发展研究;项目批准号：GD19CJY15

作者(Author): 贺向向,熊建文

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