基于PISA的学生问题解决能力研究

发布时间：2018-05-28 03:44

  本文选题：PISA + 问题解决能力　； 参考：《华东师范大学》2016年博士论文

【摘要】：21世纪的技术变革对人的能力提出了新的要求,以传授知识和技能为首要任务的传统学校教育越来越难以适应这一要求,提高学生在各种真实情景下解决问题的能力越来越受到国际社会的重视。国际学生评估项目(PISA)致力于考查义务教育末期学生应对未来社会挑战的能力,它基于问题解决的视角评估学生在主要的学科领域的“素养”水平,同时评估学生的一般问题解决能力以及相关的非认知特征。本研究围绕学生问题解决能力,力图回答三个问题：PISA如何评估学生的问题解决能力?学生问题解决能力特征如何?与问题解决能力相关的教师教学特征如何?借助对这些问题的回答,研究者希望促进问题解决测评理论和方法的发展,同时基于实证的分析,为上海基础教育的进一步发展提供政策建议。本研究采用量化和质性研究方法相结合的方式。首先通过文献分析形成考查问题解决能力的框架,在此基础上深入分析了PISA学生问题解决能力的评估内容和评估方法。接着,本研究综合利用PISA 2009和PISA 2012国际数据库,分析了学生问题解决能力的总体表现和不同类型问题解决能力之间的关系。在此基础上,研究结合PISA和TALIS数据以及学校访谈资料,分析了教师的教学理念、课堂教学策略,以及信息和通讯技术(ICT)在教学中的使用情况。通过文献分析,特别是国际比较,研究主要结果可以归纳为以下几点：第一,PISA以问题解决的视角来考查学生不同领域的能力特征,提供了多个分析学生问题解决能力的角度,并将问题解决视为一种包含认知与非认知内容的综合能力。第二,上海学生擅长学科领域的静态问题解决,但基于计算机的学科问题解决表现落差较大；第三,上海学生一般问题解决能力仍有较大提升空间,尤其在互动问题解决和高端学生表现方面；第四,在学习和问题解决策略方面,上海学生学习动机水平、问题解决坚持性和开放性都较高,但在元认知技能和控制策略方面则存在不足；第五,学生在问题解决能力方面的表现特征与教师的教学关系紧密,尽管绝大多数上海教师都认同建构主义教学理念,注重激发学生学习参与,但教师主导式的教学组织仍然是课堂教学的主流,灌输式和机械学习、标准化答案等仍大量存在,尤其是信息和通讯技术在教学和学习中的应用非常薄弱；最后,针对上海学生的上述表现,本研究进行了探讨并提出了建议。
[Abstract]:The technological changes of the twenty-first century have placed new demands on human capacity, and traditional school education, with the primary task of imparting knowledge and skills, is becoming increasingly difficult to adapt to this requirement, Improving students' ability to solve problems in various real situations has been paid more and more attention by the international community. The International Student Assessment Program (PISAA), which examines the ability of late compulsory education students to cope with future social challenges, assesses students'"literacy" levels in major subject areas from a problem-solving perspective. At the same time, the students' general problem solving ability and related non-cognitive characteristics were evaluated. This study focuses on students' problem-solving ability, trying to answer three questions: PISA, how to evaluate students' problem-solving ability? What are the characteristics of students' problem-solving ability? What are the teaching characteristics of teachers related to problem-solving ability? With the help of the answers to these questions, the researcher hopes to promote the development of the theory and method of problem-solving evaluation, and at the same time, based on the empirical analysis, provides policy recommendations for the further development of basic education in Shanghai. In this study, quantitative and qualitative methods were combined. Firstly, through literature analysis, a framework for examining the ability of problem-solving is formed, and on this basis, the evaluation content and methods of PISA students' problem-solving ability are deeply analyzed. Then, using PISA 2009 and PISA 2012 international databases, this study analyzes the overall performance of students' problem-solving ability and the relationship between different types of problem-solving abilities. On the basis of this, this paper analyzes the teachers' teaching concept, classroom teaching strategies and the use of information and communication technology (ICT) in teaching by combining the data of PISA and TALIS and the data of school interviews. Through literature analysis, especially international comparison, the main results of the study can be summarized as follows: first, PISA examines the characteristics of students' abilities in different fields from the perspective of problem-solving, and provides a number of perspectives to analyze students' problem-solving ability. Problem-solving is regarded as a comprehensive ability of both cognitive and non-cognitive content. Second, Shanghai students are good at static problem-solving in the subject field, but the performance of computer-based disciplinary problem-solving is quite different; third, Shanghai students' general problem-solving ability still has much room for improvement. Especially in the aspect of interactive problem-solving and high-end students' performance; fourth, Shanghai students have a high level of learning motivation, problem solving persistence and openness in learning and problem-solving strategies. However, there are some shortcomings in metacognitive skills and control strategies. Fifth, the characteristics of students' problem-solving abilities are closely related to teachers' teaching, although most Shanghai teachers agree with constructivist teaching ideas. Focus on stimulating students to participate in learning, but teacher-led teaching organizations are still the mainstream of classroom teaching, infusion and mechanical learning, standardized answers still exist in large numbers. In particular, the application of information and communication technology in teaching and learning is very weak. Finally, this study discusses the performance of Shanghai students and puts forward some suggestions.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G632.4
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本文编号：1945148