基于ESEM的高阶思维结构测量模型研究

发布时间：2019-01-06 11:08

【摘要】：新技术、新媒体的发展使人类前所未有地减轻了低阶知识与能力的负荷,对于21世纪的公民而言,更需要具备完成复杂任务、解决劣构问题的高级综合能力,即高阶思维(Higher-Order Thinking)。高阶思维结构具有整体性、发展性、社会性、复杂性和难以测评性。当前已有的各种与高阶思维能力相关的测量量表,虽然能对高阶思维某一方面的倾向性或行为过程做出一定的评价,但缺乏对课堂教学情境中高阶思维发展过程及其能力的整体性评价和操作性指导,更忽略了对同伴情感支持、自我效能感和自我调节等非智力因素在高阶思维发展中的观测。因此有必要从课堂情境出发,探究高阶思维结构的测量模型。通过探索性结构方程建模(ESEM)形成的高阶思维结构模型,包括创造性策略、问题解决过程以及批判性调节学习3个二阶因素,以及创新性思维、决策能力、元认知与反思性评价、问题解决能力、同伴情感支持、自我效能感、批判性思维、自我调节学习等8个一阶因素。该模型不仅关注思维技能与问题解决能力的行为特征,还考虑了情感与动机的作用。这对于全面认识高阶思维发展过程与活动的整体性具有一定的价值。
[Abstract]:The development of new technology and new media has lightened the burden of low level knowledge and ability of mankind unprecedented. For the citizens of the 21st century, it is even more necessary to have the advanced comprehensive ability to complete complex tasks and solve problems of poor construction. Higher order thinking (Higher-Order Thinking).) The structure of higher-order thinking is holistic, developmental, social, complex and difficult to measure. At present, various measurement scales related to the ability of higher-order thinking can be used to evaluate the tendency or behavioral process of a certain aspect of higher-order thinking. However, there is a lack of holistic evaluation and operational guidance on the development process and ability of higher-order thinking in classroom teaching situations, and the observation of non-intellectual factors such as peer emotional support, self-efficacy and self-regulation in the development of higher-order thinking is neglected. Therefore, it is necessary to explore the measurement model of higher-order thinking structure from classroom context. The higher-order thinking structure model of (ESEM) is modeled by exploratory structural equations, which includes three second-order factors: creative strategy, problem-solving process and critical adjustment learning, as well as innovative thinking and decision-making ability. Metacognitive and reflective evaluation, problem-solving ability, peer emotional support, self-efficacy, critical thinking, self-regulated learning, etc. The model not only focuses on the behavioral characteristics of thinking skills and problem solving ability, but also considers the role of emotion and motivation. This has certain value for the overall understanding of the development process and activity of higher-order thinking.
【作者单位】：东北师范大学信息与软件工程学院;北京开放大学;
【基金】：国家开放大学十二五规划重点课题之“基于微课程支持下的翻转课程高阶思维发展评价研究”(G14A0101Z)
【分类号】：G40-058.1

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