随着科学技术的迅猛发展，人类逐渐认识到科学素养对个人、国家和社会的重要性，中小学科学教育也将提高全体学生的科学素养作为总目标，众多学者就科学素养的方方面面作出了大量的研究。然而21世纪已进入信息时代，信息技术覆盖了一切领域，从政治到经济，从教育到社会，无一不受影响。人们在从事科学活动时，也不可避免地开始依赖信息技术。因此，仅仅具有良好的科学素养，已不能满足科学活动的需求，在从事科学活动时能充分利用信息技术变得尤为重要。在此背景下，科学素养的概念也应与时俱进，科学信息素养的概念运用而生。什么是科学信息素养？测评学生的科学信息素养的方式有哪些？而高中阶段是从未成年人向成年人过渡的关键时期，其科学信息素养的水平如何对于学生今后的大学生活和进入社会后的生活质量至关重要。如何有效地命制针对高中学生的科学信息素养测试题目，测出高中生的科学信息素养水平，对于高中阶段的科学教育和信息技术教育具有指导意义。 本文主要针对高中生对科学信息素养的机测试题命制进行了研究。用文献综述、理论演绎的方式梳理了科学信息素养的概念、指标体系、核心要素，据此进行了试题的命制和试卷的开发，并且对所命制的试卷进行了多轮测试，根据测试的结果得到本研究的结论： 一、科学信息素养的概念： 本文所界定的“科学信息素养”的概念是指：利用信息技术解决科学问题的潜能。 二、科学信息素养的核心要素： ①科学态度；②获取证据；③根据证据得出结论；④形成科学议题；⑤解释科学现象；⑥操作能力；⑦科技理解；⑧信息道德。 三、科学信息素养机测命题的途径： ①利用搜索引擎进行命题；②利用图像、视频进行命题；③利用计算机软件进行命题。 四、科学信息素养机测命题的原则： ①科学性原则；②技术性原则；③全面性原则；④情境性原则；⑤社会性原则；⑥艺术性原则。其中前三条原则是最基本的原则，一套合格的机测试题必须满足这三条原则。 五、高中学生科学信息素养机测命题的一般过程： ①理论准备；②选题；③命题；④试测；⑤组卷；⑥测试；⑦结果分析。 并就高中学生科学信息素养机测试题的命制给出命题建议。

With the rapid development of the science and technology, people come to realize the importance of scientific literacy on personal, social and national level. Therefore, the scientific education in both primary schools and high schools resorts to improve the scientific literacy as its general goal. Many scholars have conducted lots of research on various aspects of the topic. However, due to the fact that in modern times the information technology has covered almost area, including not only politics and economics but also society and education, leaving nothing free from its impacts. Thus, a mere knowledge of the scientific literacy can no longer meet the requirements raised by scientific activities. Instead, to make full use of the information technology in the scientific activities is of utmost importance. Setting against this background, the concept of the scientific literacy needs to be updated and information literacy of science come up. Then what is scientific literacy assessment on computer?What are the approaches to assessing the students’ scientific literacy assessment on computer? How to effectively test it? These are the questions needed to be addressed in time.The high school stage is the key period of the transition from adulthood to adults. The level ofscientific literacy assessment on computer is crucial to the students' college life in future and the quality of life after entering the society. How to effectively test the scientific literacy assessment on computer of high school students and determine the level of high school students' scientific literacy assessment on computer is of guiding significance for the high school science education and information technology education. This thesis mainly studied the test of scientific literacy assessment on computer. This paper included the concept of scientific literacy assessment on computer, its index system as well as its key elements by means of literature review and the deduction of its connotation. Based on this, a test was created and put into test many times, which led to the conclusion of this study. The concept of scientific literacy assessment on computer： The concept of "scientific literacy assessment on computer" defined in this paper refers to the potential of using information technology to solve scientific problems. The key elements of scientific literacy assessment on computer: a.Scientific attitude; b. evidence acquirement; c.conclusion based on evidence; d. a scientific hypothesis; e. explanation of the scientific phenomenon; f. the abilities to practice; g. the interpretation of the technology; h. the information ethics. The means of creating a test of scientific literacy assessment on computer: a. to create a test with the help of a search engine; b.to create a test using pictures and videos; c. to create a test utilizing a certain computer software. The principles of testing scientific literacy assessment on computer: a.be scientific; b. be technical; c.be holistic ;d. be context-based; e. be social; f. be artistic. Of all the six, the first three are the fundamental principles which a valid test has to obey. The general process of creating a test of scientific literacy assessment on computer of high school students： a.preparing the theoretical foundation ; b. selecting the subjects; c. creating the test; d. pre-test; e.test paper; f. composing a test paper; g. analysising the results.