数字化思维测评的模型构建、量表开发与应用研究  

Research on the Model Construction,Scale Development,and Application of Digital Thinking Assessment

作　　者：朱露 胡德鑫 ZHU Lu;HU Dexin(Tianjin University,Tianjin 300350,China)

机构地区：[1]天津大学,天津300350

出　　处：《中国考试》2025年第2期60-71,共12页journal of China Examinations

基　　金：2022年度中国工程院重大战略研究与咨询项目“大变局下工程教育治理体系研究”(2022-XBZD-24)。

摘　　要：数字经济发展带来思维方式的转变,数字化思维成为培养数字工程师与提升工程人才数字能力的重要议题。为明确工程人才的数字化思维测评方法,本研究基于认知水平层次理论和复杂问题解决理论,结合文献梳理、半结构化访谈编制数字化思维初始量表,使用1059名学生的测查数据,采用项目分析和因子分析对量表进行维度修正与模型检验,构建了由关联思维、建模思维、算法思维、合作思维和迭代思维五个维度、28个测试题项构成的数字化思维量表,量表信效度良好。研究还运用数字化思维量表对565名工科生进行测评,结果显示,工科生数字化思维水平在不同年级、学校、专业之间存在显著差异。The development of the digital economy has transformed the way engineers think,making digital thinking a crucial factor in cultivating digital engineers and improving the digital competence of engineering professionals.This study aims to elucidate the evaluation methods for assessing digital thinking among engineering professionals.To achieve this,we formulated an initial digital thinking scale based on the cognitive level theory and complex problem-solving theory,supplemented by a literature review and semi-structured interviews.Using test data from 1,059 students,we modified and validated the scale through item analysis and factor analysis.Consequently,a digital thinking scale with good reliability and validity was established,comprising five dimensions:associative thinking,modeling thinking,algorithmic thinking,collaborative thinking,and iterative thinking.In addition,this study used the digital thinking scale to evaluate 565 engineering students,revealing significant variations in digital thinking proficiency across different academic levels,institutions,and disciplines.

关 键 词：工科本科生 数字化思维 认知水平 复杂问题解决过程 自评量表 

分 类 号：G405[文化科学—教育学原理]