新时代背景下，提升学生的科学素养是教育的重要任务之一。科学认识论信念与科学论证都是科学素养的重要组成。其中，科学认识论信念是指在科学领域的认识论信念，指的是个人对“科学知识是什么，人们如何获取科学知识？”的信念，即对知识本质、认知本质的内在想法。社会性科学议题（SSI）因其结构不良、富含争议的特征，十分适合作为科学论证的情境，将有助于学生从不同的角度进行论证。国际上的已有研究表明，个人的科学认识论信念与其在社会性科学议题下的论证（SSI论证）之间存在一定的相关性，但目前并无针对我国大陆学生的研究。由于不同国家、不同地区之间文化背景、教育环境的差异，有必要在国内开展相关研究，以填补该领域的空白。

本研究旨在探讨我国高中生的科学认识论信念及其与社会性科学议题下论证水平的关系。对此提出四个研究子问题：1）我国高中生持有何种水平的科学认识论信念；2）我国高中生的科学认识论信念与其在社会性科学议题下的论证水平是否相关；3）如果有的话，我国高中生的科学认识论信念能否预测其在社会性科学议题下的论证水平；4）本研究的结果与其他地区、国家之间的研究结果有何差异。

首先，对康利（Conley A M M）发表的“科学认识论信念测评工具”进行本土化处理，用以调查我国高中生的科学认识论信念现状。749名来自北京市、福建省等地的高中生参与了问卷调查，预测试与正式测试的Cronbach's alpha、因子分析及结构效度检测的结果表明该问卷具有良好的信效度。其次，初步设计“‘转基因玉米’议题下论证水平调查问卷”，用来探查高中生的论证水平，并根据预测试的结果对问卷进行改进。在正式测试中，178名来自北京市某高中高三年级的学生填写了调查问卷，最后共得到158份有效问卷。根据本研究中的分析框架及评分标准，对研究对象提供的书面论证进行编码及评分者一致性分析。最后，利用SPSS 25进行相关数据的处理与分析。

通过研究结果的分析与讨论得出以下研究结论：1）我国高中生持有较高水平的科学认识论信念，四个维度下的平均分都超过3分，且在不同年级、不同性别之间存在显著差异，但在不同地区之间无显著差异；2）我国高中生的科学认识论信念与其在社会性科学议题下的论证水平，即“论证的数量、论证的质量及论证的角度”与“论证整合水平”存在显著或极为显著的弱相关性（Pearson系数在0.191到0.252之间）；3）我国高中生的科学认识论信念不能很好地预测其在社会性科学议题下的论证水平（R²均小于0.1）；4）本研究中关于科学认识论信念与SSI论证水平的关系与其他地区、国家的研究结果大致相同，但在两两相关的具体维度、相关的程度上存在差异。

综上所述，本研究探讨了我国高中生的科学认识论信念及其与社会性科学议题下论证水平的相关性，填补了我国在该研究主题的空白，并将该研究结果与其他地区、国家的结果进行比较，为相关领域的学术研究提供了借鉴和参考。

In the context of the new era, improving students' scientific literacy is one of the important tasks of education. Scientific epistemological belief and scientific argument are both important components of scientific literacy. Among them, scientific epistemological belief refers to the epistemological belief in the field of science, which refers to the individual's understanding of "what is scientific knowledge and how do people acquire scientific knowledge?" In other words, it is an internal idea about the nature of knowledge and the nature of cognition. Socio-Scientific Issues (SSI), due to the ill-structured and controversial features, is very suitable for the context of scientific argument and will help students to argue from different perspectives. International studies have shown that there is a correlation between individuals' scientific epistemological beliefs and their arguments about Socio-Scientific Issue (SSI), but there is no relevant research for Chinese mainland students. Due to the differences of cultural background and educational environment in different countries and regions, it is necessary to carry out relevant research in China to fill the gap in this field.

The purpose of this study is to explore the relationship between scientific epistemological beliefs of Chinese high school students and argument level about Socio-Scientific Issues. This paper puts forward four research questions: 1) What level of scientific epistemological belief do Chinese high school students hold. 2) Whether the scientific epistemological beliefs of Chinese high school students are related to their argument level about Socio-Scientific Issues. 3) If so, can Chinese high school students' scientific epistemological beliefs predict their argument level about Socio-Scientific Issues. 4) What are the differences between the results of this study and those of other regions and countries.

Firstly, this study indigenizes "Scientific Epistemological Belief Assessment Instrument " published by Conley A M M to investigate the current situation of scientific epistemological belief of Chinese high school students. 749 high school students from Beijing, Fujian Province and other places participated in the questionnaire. The results of Cronbach's alpha, factor analysis, and structural validity tests of the pretest and formal test indicated that the questionnaire had good reliability and validity. Secondly, the "Argument-Level Questionnaire about the Topic of 'Transgenic Corn' " was preliminarily designed to probe the argument-level of high school students, and the questionnaire was improved according to the results of the pre-test. 178 senior three students from a Beijing high school filled out questionnaires, and a total of 158 valid questionnaires were obtained. According to the analysis framework and scoring criteria in this study, the written argument provided by the research object was coded and the consistency of the scorer was analyzed. Finally, SPSS 25 was used to process and analyze relevant data.

The analysis and discussion of the study results led to the following finding: 1) Chinese high school students hold a high level of scientific epistemological belief , and the average score under the four dimensions is more than 3 points, and there are significant differences between different grades and different genders, but no significant differences between different regions. 2) There is a significant or extremely significant weak correlation between the scientific epistemological  belief of Chinese high school students and their argument level about SSI, namely "the quantity, quality and angle of argument" and "the integration level of argument" (Pearson coefficient between 0.191 and 0.252). 3) The scientific epistemological beliefs of Chinese high school students could not well predict their argument level about SSI (R² were all less than 0.1). 4) The correlation between scientific epistemological belief and SSI argument level in this study is roughly the same as that in other regions and countries, but there are differences in the specific dimension and degree of correlation between the two.

In conclusion, this study discusses the scientific epistemological belief of Chinese high school students and its correlation with the argument level about SSI, fills the gap in this research topic, and compares the results with those of other regions and countries, providing reference for the academic research in related fields.