中小学STEM学习中高层次思维测评模型构建与应用  

Construction and Application of Higher Order Thinking Evaluation Model in STEM Learning in Primary and Secondary Schools

作　　者：首新[1] 胡卫平[2] 刘念 SHOU Xin;HU Weiping;LIU Nian(Research Center for Science Education and Communication,Chongqing Normal University,Chongqing 401331;Key Laboratory of Modern Teaching Technology,Shaanxi Normal University,Xi'an Shaanxi 10062;Zhongshan Foreign Language School,Chongqing 404500)

机构地区：[1]重庆师范大学科技教育与传播研究中心,重庆401331 [2]陕西师范大学现代教学技术教育部重点实验室,陕西西安710062 [3]重庆市中山外国语学校,重庆404500

出　　处：《电化教育研究》2020年第8期82-89,共8页E-education Research

基　　金：国家教育考试科研规划2019年度课题“大规模计算机交互式科学创新能力测评研究”(课题编号:GJK2019033);重庆师范大学2019年博士启动基金项目“面向核心素养培育的科学高阶思维及其发展机制研究”(项目编号:19XWB006)

摘　　要：发展高层次思维已成为STEM跨学科教学的重要目标,但如何评估STEM学习中的高层次思维,仍没有可行的工具。本研究采用问卷调查、专家咨询等研究方法,运用探索性结构方程模型(ESEM)、层次分析(AHP)、拟合Rasch模型等手段,建立测评模型、确定指标权重、开发测评工具。数据分析显示,中小学STEM学习中高层次思维测评工具具有良好的信度和结构效度。正式测量发现,小学阶段学生STEM学习中高层次思维整体呈现波动增长,性别、地域等因素影响较小。测评模型对评估中小学STEM教育项目具有应用价值。Developing high order thinking has become an important goal of STEM education,but there is still no feasible tool to evaluate it.This study adopts questionnaire survey and expert consultation,and uses Exploratory Structural Equation Modeling(ESEM),Analytic Hierarchy Process(AHP)and Rasch Model to establish evaluation model,determine index weight and develop evaluation tools.Data analysis shows that evaluation tools for high order thinking in STEM learning in primary and secondary schools have good reliability and structural validity.According to the formal measurement,higher order thinking in STEM learning of primary school students shows fluctuating growth,with less influence of gender and region on it.The evaluation model has practical value for evaluating STEM education projects in primary and secondary schools.

关 键 词：STEM教育 高层次思维 测评 RASCH模型 义务教育阶段 

分 类 号：G434[文化科学—教育学]