本文選題：科學(xué)教育 + 科技風(fēng)險教育��； 參考：《西南大學(xué)》2012年博士論文

【摘要】：基于后現(xiàn)代知識理論和風(fēng)險社會理論,本文提出并比較系統(tǒng)地研究了學(xué)校科技風(fēng)險教育的理論及其課程和教學(xué)問題。 學(xué)校風(fēng)險教育是指以課程或其他教學(xué)媒介形式進(jìn)行的科技風(fēng)險教育活動,它的基本目標(biāo)是引導(dǎo)學(xué)生正確理解科學(xué)的作用,具備科技關(guān)涉的責(zé)任倫理意識,形成良好的科技風(fēng)險素養(yǎng)。在全球風(fēng)險社會背景下,開展科技風(fēng)險教育,要幫助學(xué)生正確認(rèn)識風(fēng)險,理解各種風(fēng)險產(chǎn)生的原因,正確看待風(fēng)險存在的客觀性,了解風(fēng)險產(chǎn)生的科學(xué)、技術(shù)和社會各方面的原因,對風(fēng)險有健康的心態(tài),不恐懼風(fēng)險；幫助學(xué)生學(xué)會風(fēng)險分析的思路和簡單技術(shù)。通過案例分析、制定評估方案等形式,使學(xué)生學(xué)會如何在風(fēng)險和利益、成本和效益等社會、經(jīng)濟(jì)、精神、文化指標(biāo)中作出權(quán)衡,進(jìn)而了解風(fēng)險決策的基本過程,為學(xué)生將來參與或影響風(fēng)險管理創(chuàng)造條件；引導(dǎo)學(xué)生分析自身行為習(xí)慣,改正可能造成個人和環(huán)境不良后果的行為,如大量使用塑料袋、吸煙、過度飲酒、無保護(hù)性行為等等。 本文以中學(xué)生和大學(xué)生為對象,采用文獻(xiàn)分析法、調(diào)查法、訪談法和案例分析法,研究了我國學(xué)生的風(fēng)險意識、風(fēng)險認(rèn)知及風(fēng)險決策水平和狀況,根據(jù)對發(fā)達(dá)國家風(fēng)險教育的優(yōu)秀案例比較分析,提出了我國科技風(fēng)險教育的目標(biāo)及課程和教學(xué)構(gòu)建設(shè)想。研究的主要結(jié)果如下： 一、科技風(fēng)險意識。風(fēng)險意識是一個綜合的概念,是科技素養(yǎng)的構(gòu)成部分。它著眼科學(xué)的有限性和科技的負(fù)面影響,反映了學(xué)生對科學(xué)技術(shù)與社會關(guān)系深入理解的程度,體現(xiàn)了學(xué)生對科學(xué)的本質(zhì)及其風(fēng)險性的基本看法,對風(fēng)險分析的過程和方法的基本了解,以及對科學(xué)工作者的責(zé)任的基本認(rèn)知。本研究從三個方面考察了大學(xué)生和中學(xué)生的科技風(fēng)險意識：(1)科學(xué)價值的有限性�？茖W(xué)技術(shù)對于現(xiàn)代社會發(fā)展具有極其重要的促進(jìn)作用,是當(dāng)代世界發(fā)展的主要推動力。然而,科學(xué)并不是解決現(xiàn)實(shí)當(dāng)中所有難題的唯一手段,許多社會問題僅僅依靠科學(xué)并不能得到根本解決。(2)科技的負(fù)面影響�？茖W(xué)能夠造福人類,改善人們的生活條件；但高科技的發(fā)展在極大地豐富我們生活的同時,也對人類環(huán)境和健康造成了不可忽視的損害。新成果的應(yīng)用具有一定的社會風(fēng)險,這些風(fēng)險帶來的后果通常是未知的。(3)科學(xué)家的社會責(zé)任�？萍及l(fā)展帶來了很多道德方面的問題,科學(xué)家不僅應(yīng)當(dāng)關(guān)心如何發(fā)現(xiàn)科學(xué)理論,也需要考慮科技成果的未來應(yīng)用問題,對新科技成果的未來效應(yīng)負(fù)道德責(zé)任。調(diào)查和訪談結(jié)果發(fā)現(xiàn),我國學(xué)生總體上具備一定的風(fēng)險素養(yǎng),以平均答題正確率為指標(biāo)的風(fēng)險素養(yǎng)各維度得分依次是：科學(xué)價值的有限性(0.82)、科技的負(fù)面影響(0.77)、科學(xué)家的社會責(zé)任(0.73)。學(xué)業(yè)程度比較表明,大學(xué)生優(yōu)于中學(xué)生,高中生好于初中生；而大學(xué)文理科生之間沒有表現(xiàn)出明顯的不同。 二、風(fēng)險認(rèn)知與風(fēng)險決策。風(fēng)險認(rèn)知可以被不同的文化、組織或個人理解為與風(fēng)險相聯(lián)系的不同的心理圖像或心理模型。他們來源于常識推理、個人經(jīng)歷、社會交往和文化傳統(tǒng),表達(dá)了個體對風(fēng)險世界的感知及其發(fā)展變化趨向的態(tài)度。風(fēng)險決策是指決策者在面臨兩個或兩個以上不確定的決策后果,尤其是在面對伴有負(fù)面結(jié)果的可能性時,所產(chǎn)生的權(quán)衡取舍過程。風(fēng)險認(rèn)知是風(fēng)險決策的心理基礎(chǔ),而決策者的風(fēng)險認(rèn)知特征直接影響到?jīng)Q策行為及其后果。本研究圍繞放射性危害設(shè)計(jì)了調(diào)查問卷,以“核能發(fā)電”和“X光胸部透視”為風(fēng)險認(rèn)知客體,了解學(xué)生對不同性質(zhì)的風(fēng)險對象的認(rèn)知和社會性價值判斷傾向。就風(fēng)險性質(zhì)而言,核能發(fā)電是“恐怖性的高風(fēng)險”,而X光胸部透視屬“非恐怖性的低風(fēng)險”；從兩種科技的接受意愿上講,核能發(fā)電是“非自愿性風(fēng)險”,而X光胸部透視多屬于自愿性風(fēng)險。這兩種風(fēng)險對象的調(diào)查內(nèi)容,分別由有用性、安全性、支持度評價,恐懼程度評價,以及災(zāi)害程度估計(jì)和事故責(zé)任歸因等項(xiàng)目構(gòu)成。調(diào)查結(jié)果主要有：(1)效用性評價特點(diǎn)。對兩類風(fēng)險科技的有用性評價上,學(xué)生總體認(rèn)可程度較高。在高風(fēng)險——非自愿議題(核電)上,三類學(xué)生回答均趨向于高效用性評價(平均91%),與中國普通公眾調(diào)查結(jié)果(94%)基本一致；在低風(fēng)險——自愿議題(X光胸透)上,學(xué)生評價(80%)與普通公眾(97%)相比要低一些。部分原因可能與學(xué)生較少接受X光胸透有關(guān),預(yù)示著對自愿性風(fēng)險科技的選擇與使用的頻繁程度及對效用的直接認(rèn)識有某種關(guān)聯(lián)。(2)不安全感評價特點(diǎn)。對于核電的不安全感學(xué)生有比較高的表現(xiàn),均在75%以上,這與我國公眾調(diào)查結(jié)果(35%)差別較大。對X光胸透的不安全感表現(xiàn)出相同趨勢,74%的學(xué)生表現(xiàn)出不安全感,而公眾中不安全感僅占28%。(3)風(fēng)險決策模式。我國學(xué)生與中、美、日公眾對兩類風(fēng)險客體的決策模式有一些差別。學(xué)生對核電的支持程度較高,并符合非理性——冒險模式,在有用和風(fēng)險并存的情況下更傾向于選擇有用：對X光胸透的支持率較低,符合理性——否定模式。通過技術(shù)評價調(diào)查可以反映出,學(xué)生對技術(shù)好惡的評價還是缺乏客觀性的,尤其是對低風(fēng)險項(xiàng)目存在著追求理想化的傾向。 三、學(xué)�？萍硷L(fēng)險教育的目標(biāo)。本文提出了學(xué)�？萍硷L(fēng)險教育的十個目標(biāo)：(1)面臨健康或環(huán)境風(fēng)險,學(xué)生能夠表現(xiàn)出理性的決策過程；(2)學(xué)生應(yīng)該能夠評價用來估計(jì)風(fēng)險的類型和大小的科學(xué)方法的優(yōu)點(diǎn)和不足；(3)學(xué)生應(yīng)該能夠解釋風(fēng)險的科學(xué)估計(jì)結(jié)果；(4)學(xué)生應(yīng)該能夠評價大眾媒體如何影響他們以及其他人對風(fēng)險的認(rèn)知；(5)學(xué)生應(yīng)該能夠評價家庭和朋友的觀點(diǎn)和行為如何影響他們以及其他人對風(fēng)險的認(rèn)知；(6)學(xué)生應(yīng)該能夠評價個人偏見如何影響他們或其他人對于風(fēng)險大小的判斷；(7)學(xué)生應(yīng)該能夠評價風(fēng)險的特征如何影響他們以及其他人對風(fēng)險的認(rèn)知；(8)學(xué)生應(yīng)該能夠評價個體對風(fēng)險的知覺如何影響他們以及其他人對相關(guān)益處的認(rèn)知；(9)能夠識別信息資源,從這些資源中重新獲得信息,恰當(dāng)?shù)卦u估和應(yīng)用這些信息；(10)能夠識別(鑒別)有關(guān)風(fēng)險管理的中介機(jī)構(gòu)、組織或群體；找到影響這些中介機(jī)構(gòu)、組織或群體的機(jī)會；面臨對社會和環(huán)境有重大影響的健康或環(huán)境風(fēng)險決策時參與風(fēng)險管理。 四、課程與教學(xué)建構(gòu)。本文提出四項(xiàng)科學(xué)風(fēng)險教育建議：(1)科學(xué)課堂中增加風(fēng)險討論的內(nèi)容,把科技風(fēng)險教育整合入科學(xué)課程；(2)借鑒項(xiàng)目學(xué)習(xí)樹“聚焦風(fēng)險”等項(xiàng)目,開發(fā)公共風(fēng)險教育的課程資源；(3)在學(xué)校中開展風(fēng)險教育活動,大學(xué)中可以設(shè)置專題論壇；(4)提高科學(xué)教師的科技風(fēng)險素養(yǎng)。
[Abstract]:Based on post modern knowledge theory and risk society theory, this paper proposes and systematically studies the theory of school science and technology risk education and its curriculum and teaching problems.
School risk education refers to the scientific and technological risk education activities carried out in the form of curriculum or other medium of teaching. Its basic goal is to guide students to understand the role of science correctly, to have a sense of responsibility ethics in science and technology and to form a good scientific and technological risk quality. In the context of global risk society, the education of scientific and technological risk should be carried out to help students to learn. Students understand the risk correctly, understand the causes of various risks, look at the objectivity of the risk, understand the scientific, technical and social causes of the risk, have a healthy attitude to the risk, do not fear the risk, help the students to learn the thought of risk analysis and the simple technology. It enables students to learn how to balance the social, economic, spiritual and cultural indicators of risk and interests, costs and benefits, and then to understand the basic process of risk decision making, to create conditions for students to participate in or affect risk management in the future, to guide students to analyze their behavior and to correct the possible consequences of personal and environmental consequences. Such as the use of plastic bags, smoking, excessive drinking, unprotected sex and so on.
This paper, taking middle school students and college students as the object, uses the method of literature analysis, investigation, interview and case analysis to study the risk awareness, risk cognition and risk decision-making level and status of the students in China. Based on the comparison and analysis of the outstanding cases of risk education in developed countries, the objectives and courses and teaching of our country's scientific and technological risk education are put forward. The main results of the study are as follows:
First, risk awareness. Risk awareness is a comprehensive concept. It is a component of scientific and technological literacy. It focuses on the limited science and the negative effects of science and technology. It reflects the degree of students' understanding of science and technology and social relations, embodies the basic views of the students on the nature of science and their risk, and the process of risk analysis. The basic understanding of the methods and the basic cognition of the responsibility of the scientific workers. This study examines the scientific and technological risk awareness of college students and middle school students from three aspects: (1) the limited value of scientific value. Science and technology have an extremely important promoting role in the development of modern society, and the main driving force of the development of the contemporary world. Science is not the only means to solve all the problems in reality. Many social problems rely solely on science and can not be fundamentally solved. (2) the negative effects of science and technology. Science can benefit human beings and improve people's living conditions; but the development of high technology is greatly enriching our lives, but also to the human environment and health. The damage that can not be ignored. The application of new results has certain social risks. The consequences of these risks are usually unknown. (3) the social responsibility of scientists. The development of science and technology brings a lot of moral problems. Scientists should not only care about how to discover scientific theories, but also consider the future application of scientific and technological achievements, The future effect of the new scientific and technological achievements is negative moral responsibility. The results of the survey and interview have found that the students in our country have a certain risk literacy in general, and the scores of each dimension of the risk literacy with the average answer rate as the index are the finiteness of the scientific value (0.82), the negative impact of science and Technology (0.77), the social responsibility of the scientists (0.73). The comparison shows that college students are better than middle school students, while senior high school students are better than junior high school students.
Two, risk cognition and risk decision. Risk cognition can be understood by different cultures, organizations, or individuals as different mental images or psychological models associated with risk. They are derived from common sense reasoning, personal experience, social interaction and cultural tradition, expressing the individual's attitude to the perception of the risk world and the trend of development and change. Decision makers refer to the decision makers in the face of two or more uncertain decision consequences, especially in the face of the possibility of negative results. The risk cognition is the psychological basis of the risk decision, and the risk cognitive characteristics of the decision-makers directly affect the decision-making behavior and its consequences. This study surrounds the radioactivity. The hazard design of the questionnaire, "nuclear power generation" and "X light chest perspective" as a risk cognitive object, to understand the students' cognitive and social value judgment of different nature of the risk objects. As to the nature of risk, nuclear power generation is a "high risk of terror", and X light chest perspective is a "non terrorist low risk"; From the willingness to accept two technologies, nuclear power generation is a "non voluntary risk", while the X ray chest fluoroscopy is mostly voluntary risk. The contents of the two risk subjects are composed of items such as usefulness, security, support evaluation, degree of fear assessment, and disaster degree estimation and accident liability attribution. There should be: (1) the characteristics of utility evaluation. On the evaluation of the usefulness of the two types of risk technology, students have a high degree of recognition. On the high risk - involuntary issues (nuclear power), three types of students tend to respond to high efficiency assessment (average 91%), and are basically consistent with the results of general public investigation in China (94%); in low risk - voluntary issues (X The student assessment (80%) is lower than that of the general public (97%). Some of the reasons may be associated with less acceptance of the X light chest, suggesting a correlation between the frequency of choice and the use of voluntary risk technology and the direct understanding of the utility. (2) the insecurity assessment of nuclear power students. The higher performance is more than 75%, which is different from the public survey results (35%) in China. The insecurity of X light chest shows the same trend, 74% of the students show insecurity and the public insecurity only accounts for the 28%. (3) risk decision model. Some differences. Students are more supportive of nuclear power and conform to the irrational - risk model, which are more likely to be useful in the case of both usefulness and risk: low support for X light chest penetration and a rational negative model. There is a tendency to pursue idealism especially in low risk projects.
Three, the goal of school science and technology risk education. This article puts forward ten goals of school science and technology risk education: (1) facing health or environmental risks, students can show the rational decision-making process; (2) students should be able to evaluate the advantages and disadvantages of the scientific methods used to estimate the types and sizes of risk; (3) students should be able to explain. Scientific estimates of risk; (4) students should be able to evaluate how mass media affect them and other people's awareness of risk; (5) students should be able to evaluate how their views and behaviors affect them and other people's perceptions of risk; (6) students should be able to evaluate how personal prejudice affects them or Other people's judgment about the size of the risk; (7) students should be able to evaluate how risk characteristics affect them and other people's awareness of risk; (8) students should be able to evaluate how individual perception of risk affects them and other people's awareness of related benefits; (9) can identify information resources, from these resources. Obtain information, properly assess and apply these information; (10) identify (identify) intermediaries, organizations or groups of risk management; find opportunities to affect these intermediaries, organizations or groups; participate in risk management when faced with health or environmental risk decisions that have a significant impact on the society and the environment.
Four, curriculum and teaching construction. This paper puts forward four suggestions for scientific risk education: (1) increase the content of risk discussion in scientific classroom, integrate scientific and technological risk education into science curriculum; (2) draw lessons from project learning tree "focus risk" and other projects to develop curriculum resources of public risk education; (3) carry out risk education activities in schools, The topic forum can be set up in the study; (4) improve the scientific and technological risk literacy of science teachers.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G40

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