在2016年教育部公布的“中国学生发展核心素养”中,科学素养是其中的一项。但在公众眼中,这个名词本身的定义及背后所代表的意义依然是模糊的。科学素养到底是什么?它有几部分的维度?中国学生整体科学素养的现状是什么,而提升科学素养又有哪些可行的途径和手段?带着这些疑问,本刊记者专访了陕西师范大学现代教学技术教育部实验室主任、中国基础教育质量监测协同创新中心副主任胡卫平教授。 In the 2016 “China’s core competence for student development” announced by the Ministry of Education, scientific literacy is one of them. But in the eyes of the public, the definition of the term itself and the meaning behind it are still ambiguous. What is scientific literacy in the end? What are its dimensions? What is the status quo of Chinese students’ overall scientific literacy and what are the possible ways and means to improve scientific literacy? With these questions, the reporter interviewed Shaanxi Normal University on a modern level. Professor Weiping Wei, Director of the Laboratory of Teaching Technology, Ministry of Education, and Deputy Director of the China Collaborative Innovation Center for the Supervision of Basic Education Quality.