%0 Journal Article
%T 非传统科学课程教学模式对学生科学成绩的影响——近二十年实验研究的元分析<br>The Effects of Non-Traditional ScienceInstruction on Students’ Science Achievement—A Meta-Analysis of Experimental Studies from the Past 20 Years
%A 张宗芳
%A 董艳
%A 杨洋
%J Creative Education Studies
%P 1860-1872
%@ 2331-804X
%D 2021
%I Hans Publishing
%R 10.12677/CES.2021.96311
%X 非传统的科学课程教学模式，包括5E教学模式、HPS教学模式、基于项目的学习教学模式和基于问题的学习教学模式，对我国学生科学成绩的影响究竟是怎样的？这一问题值得深入探究。本研究对过去二十年科学课程教学模式效果的实验研究进行了元分析(符合筛选标准的研究45篇，包含4743名被试)，研究发现：1) 纳入研究合并效应量ES = 0.48，表明这四种非传统科学课程教学模式对学生的科学成绩产生了中等程度的正向影响；2) 在学段学科方面，非传统科学课程教学模式对高中生科学成绩的影响大于其对初中生的影响；不同学科的教学效果差异小；3) 研究主要集中在高中学段以及生物和化学学科。基于研究发现，我们提出以下建议：1) 增加教学模式有效性的实证研究；2) 加强对小学科学和物理工程学科的研究投入；3) 推进合理的教学模式在科学课程教学中的应用；4) 倡导教育领域的文献合成研究，促进基于证据的政策制定。<br />
Different from traditional science instruction, how did 5E, HPS, project-based learning and prob-lem-based learning affect Chinese students’ science achievement was worth thorough examination. The current study applied meta-analysis to synthesize the effect size of aforementioned instruction modes on students’ science achievement from experimental studies in the past 20 years in China. We found: 1) the overall effect size of the four instruction modes was 0.48, indicating the above instruction modes had medium and positive influence on students’ science achievement; 2) the effects of these instruction modes were stronger for high school students compared with middle school students, and the difference of effects among science subjects was tiny; 3) studies focused on high school students and science subjects in terms of chemistry and biology. Based on the findings, suggestions included: 1) increase the number of empirical studies to verify the effects of the four instruction modes; 2) increase the studies towards physics and engineering; 3) promote the implication of such instruction modes in science education; and 4) advocate systematic reviews in educational policy making.
%K 5E教学模式，HPS教学模式，基于项目的学习教学模式，基于问题的学习教学模式，科学成绩，元分析<br>5E Teaching Mode
%K HPS Teaching Mode
%K Project-Based Learning
%K Problem-Based Learning
%K Science
Achievement
%K Meta-Analysis
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=47384