Abstract：The measurement results of PISA 2015 of Chinese students showed that despite of the relatively high enjoyment level in science learning they had, it largely came from extrinsic motivation, and the students' self-efficacy was also very low. The data also revealed that Chinese students spent much time on science curriculum, but they had little opportunity to publish and communicate their findings in schools. So their epistemic knowledge and procedural knowledge were weaker than content knowledge and their abilities of design and evaluation on scientific inquiry were weaker than those of explanation of phenomena. In addition, Chinese students lacked environmental awareness and global perspective. These problems, on one hand, are closely related to the conditions of lack of teachers and too large class scale, and may be also related to the early industrialization state of the nation which relies on natural resource neglecting environmental issues. On the other hand, the problems may be also related to the cultural tradition. Therefore, Chinese science education reform will be a long march. We should study the unique scientific cognitive development process of Chinese students as well as their teachers, on which the curriculum design and teacher training should follow in a progressive way instead of leapfrog movement.
张红霞，万东升，薛仪婷. PISA 2015中国学生科学成绩下滑特点及原因探讨[J]. 教育生物学杂志, 2017, 5(1): 1-.
ZHANG Hongxia, WAN Dongsheng, XUE Yiting. Investigation to decline of science score of Chinese students in PISA 2015. JOURNAL OF BIO-EDUCATION, 2017, 5(1): 1-.
