学习任务单对理科学生学习成效的影响：一项元分析

摘要

提升学生的学习成效始终是理科教育的核心目标——学生被期望能够进行批判性参与、开展科学推理，并把知识迁移到多样的情境之中。为达成这一目标，学习任务单长期被用于理科课堂。然而，尽管其使用极为普遍，已有的元分析在范围上仍相当有限，往往只聚焦于单一学科，或未考察调节变量的作用。本研究采用元分析方法，分析了取自 33 项研究、涉及 2 465 名学生的 38 个效应量。结果显示，总体效应量大且具有统计显著性（Hedges g = 1.600），证实学习任务单能显著提升学生的理科学习成效。调节效应分析表明，国家、教育阶段、学科、学习领域与任务单变式均产生显著影响。效应最为突出的情形出现在中学阶段、物理学科，以及民族科学型与多元表征型任务单之中。本研究为学习任务单的有效性提供了循证依据，并强调应审慎设计任务单，使之超越常规练习，成为支持理科教育中有意义学习的工具。

Abstract

Improving students' learning outcomes remains a central goal of science education, as students are expected to engage critically, reason scientifically, and apply knowledge in diverse contexts. Worksheets have long been used in science classrooms to achieve this goal. But despite their widespread use, existing meta-analyses have been limited in scope, often focusing on single disciplines or lacking the influence of moderating variables. This study conducted a meta-analysis, analyzing 38 effect sizes drawn from 33 studies involving 2,465 students. Results revealed a large and statistically significant overall effect (Hedges g = 1.600), confirming that worksheets substantially improve students' learning outcomes in science. Moderator analysis indicated a significant effect based on country, education level, scientific discipline, learning domain, and worksheet variation. The most notable effects were observed in the secondary level, in the field of physics, and in ethnoscience and representation-rich worksheets. This study provides evidence-based insights on the effectiveness of worksheets and the importance of thoughtfully designing them as tools that extend beyond routine practice to support meaningful learning in science education.