中国电化教育

非认知能力因其对个体学业成就、未来发展的重要作用而备受学界关注。基于我国东中西部6省30县(区)部分中小学生调查数据，采用倾向得分匹配法解决选择性偏误，研究课后服务中科学教育活动对青少年学生非认知能力发展的影响。研究结果表明：我国青少年学生非认知能力表现普遍偏低；参与课后服务中的科学教育活动能够显著提升青少年学生的非认知能力；参加课后服务中的科学教育活动能直接作用于青少年学生非认知能力的发展，也能通过提升学生的自信心和主观幸福感间接影响青少年学生非认知能力的发展。相关建议为：改革评价体系，青少年认知能力与非认知能力培养“一体推进”；完善非认知能力培养实践体系，将科学教育纳入课后服务“必备项目”；强化科学教育资源“在地化”统筹，健全非认知能力培养的家校社共育机制。

Non-cognitive abilities have attracted much attention in academia due to their important role in individual academic achievement and future development. A survey based on 30 counties(districts) in 6 provinces was conducted on the current situation of teenage students in eastern, central, and western China. The propensity score matching method was used to address selectivity bias, and the impact of science education activities on the development of non-cognitive abilities of adolescent students was studied in after-school services. The research results indicate that the non-cognitive abilities of adolescent students in China are generally low; Participating in science education activities in after-school services can significantly enhance the emotional regulation, communication, openness, and collaboration abilities of adolescent students; Participation in science education activities in after-school services can directly affect the development of non-cognitive ability of adolescent students, and indirectly affect the development of non-cognitive ability of adolescent students by improving their self-confidence and subjective well-being. The relevant suggestions are: to reform the evaluation system and promote the integration of cognitive and noncognitive abilities in adolescents; Improve the practical system for cultivating non-cognitive abilities and incorporate science education into the “essential items” of after-school services; Strengthen the localization and coordination of scientific education resources, and improve the family school community co-education mechanism for cultivating non-cognitive abilities.