华东师范大学学报(教育科学版) ›› 2019, Vol. 37 ›› Issue (5): 115-127.doi: 10.16382/j.cnki.1000-5560.2019.05.010

• 基本理论与基本问题 • 上一篇    下一篇

中学生科学学习的性别差异与课程应对——基于PISA 2015中国四省市的数据分析

伍远岳, 郭元祥   

  1. 华中师范大学教育学院, 武汉 430079
  • 出版日期:2019-09-20 发布日期:2019-09-11
  • 基金资助:
    国家社会科学基金教育学一般课题"中国基础教育质量评价的异质性研究"(BHA170119)。

Gender Difference in Science Learning and Curriculum Response: the Data Analysis of Four Provinces in China Based on PISA 2015

Wu Yuanyue, Guo Yuanxiang   

  1. Faculty of Education, Central China Normal University, Wuhan 430079, China
  • Online:2019-09-20 Published:2019-09-11

摘要: 在PISA2015科学素养的测试中,我国学生在科学整体认知、科学能力、科学知识、科学内容等认知维度多个层面的表现上,男生整体优于女生。同时,在与科学相关的非认知背景调查中,男生在乐意学习科学、科学学习兴趣以及科学活动三个变量上的表现亦明显优于女生。基于我国学生在科学学习中认知和非认知层面上的性别差异,为缩小或消除中学生科学学习的性别差异,在科学课程编制中,需要凸显科学知识选择的公正性以消除课程内容的性别偏见;在学校课程建设中,需要彰显学校课程的适应性以增强学校课程的性别适应;在教师课程实施中,需要尊重学生的差异性以保持课程实施的性别敏感。

关键词: PISA, 科学素养, 性别差异, 课程应对

Abstract: In the assessment of science literacy of PISA 2015, the performance of Chinese students are different in several dimensions:the overall science performance, scientific competencies, scientific knowledge and science content. In general, boys have better performance than girls. At the same time, in the science-related background surveys, boys' performance are better than girls' in the scales of enjoyment of science, science interest and science activities. Based on the gender difference in the domain of both cognition and non-cognition in science learning of Chinese students, this paper makes some suggestions to reduce or eliminate gender difference. In curriculum development, it's necessary to address the impartiality of science knowledge selection; in school curriculum construction, the adaptability of school curriculum should be highlighted to promote gender adaption; and in curriculum implementation, students' difference should be respected to ensure gender sensitivity.

Key words: PISA, science literacy, gender difference, curriculum response