合作问题解决素养的提升与发展——基于PISA 2015合作问题解决测试结果的启示
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摘要
介绍PISA 2015年合作问题解决的测试框架,讲述了三个合作维度和四个问题解决认知过程的测评要素,并结合我国四个地区学生在合作问题解决方面的表现进行分析。PISA 2015的结果显示,我国大陆地区学生在合作问题解决方面表现中等,高水平比例较低;在态度得分较高,合作维度表现突出;其表现与学科表现相关度较弱。相比其他OECD国家和地区,在"合作问题解决"表现上,我国学校校间差异较大;且社会经济地位解释率较高。这要求我们在跨学科、学科内、课堂教学活动形式方面加强培养,并提升社区、学校和家庭的合作机制,共同塑造合作问题解决的环境和机会。
The paper introduced the Collaborative problem-solving framework of PISA 2015 and its three dimensions and four cognition skills. PISA 2015 results showed,China B-J-S-G district students performed as good as average OECD and ratio of the higher level was smaller than Singapore'student. And BJSG district students had higher score in attitudes of Collaborative problem-solving,especially in collaborative dimension. Compared to the other OECD countries and districts,the school variance is much higher than with school variance for China B-J-S-G district and SES had a higher explanation for CPS score. The results implied that we should encouraged the opportunities of Collaborative problem-solving interdisciplinary,within discipline,in classroom learning and tried to combine the districts,schools and families to construct the CPS environments.
The paper introduced the Collaborative problem-solving framework of PISA 2015 and its three dimensions and four cognition skills. PISA 2015 results showed,China B-J-S-G district students performed as good as average OECD and ratio of the higher level was smaller than Singapore'student. And BJSG district students had higher score in attitudes of Collaborative problem-solving,especially in collaborative dimension. Compared to the other OECD countries and districts,the school variance is much higher than with school variance for China B-J-S-G district and SES had a higher explanation for CPS score. The results implied that we should encouraged the opportunities of Collaborative problem-solving interdisciplinary,within discipline,in classroom learning and tried to combine the districts,schools and families to construct the CPS environments.
引文
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[19]李希贵.开设游学课程[J].中小学管理,2013,(3):43.
(1)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,Paris:47.
(2)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,51
(3)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,51.
(1)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,50.
(2)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,P26-27.
(1)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,P53.
(2)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,下同。
(1)ESCS调查了与学生家庭背景有关的许多方面:父母受教育程度、父母职业、能够代表财富的家庭拥有物、家庭藏书量以及家庭中其他教育资源,最终合成了ESCS指数。
[2] K Ananiadou,M Claro. 21st Century Skills and Competences for New Millennium Learners in OECD Countries[J].OECD Education Working Papers,No.41,2009.
[3] OECD.PISA2015 Result:Collaborative Problem Solving(Volume V)[R].OECD publishing,2017.
[4]王蕾.学生发展核心素养的考试和评价——以PISA2015创新考查领域“协作问题解决”为例[J].全球教育展望,2016,45(08):24-30.
[5]中华人民共和国教育部.普通高中课程方案(2017年版)[S].北京:人民教育出版社,2017:6.
[6]董宏建,胡贤钰.我国STEAM教育的研究分析及未来展望[J].现代教育技术,2017,27(09):114-120.
[7]魏晓东,于冰,于海波.美国STEAM教育的框架、特点及启示[J].华东师范大学学报(教育科学版),2017,35(04):40-46+134-135.
[8][12]中华人民共和国教育部.义务教育语文课程标准(2011年版)[M].北京:北京师范大学出版社,2011:16,3.
[9][13]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2011:5,4.
[10]朱洁如.语文综合性学习的课程定位与教学设计[J].全球教育展望,2014,43(07):120-128.
[11]中华人民共和国教育部.普通高中语文课程标准(2017年版)[M].北京:人民教育出版社,2017:42.
[14]刘莉.小组合作学习中存在的问题及对策[J].中小学教材教学,2003,(31):21-22.
[15]伦知全.浅谈小学语文教学中小组合作学习的组织与调控[J].课程教育研究,2017,(43):71.
[16]李海荣.浅议小组合作学习对学生能力的培养[J].青海教育,2017,(Z1):83.
[17]郑丽雯.小组合作学习型课堂的问题及对策[J].中学语文,2017,(27):80-81.
[18]褚宏启.解读关键能力[J].中小学管理,2017,(11):57.
[19]李希贵.开设游学课程[J].中小学管理,2013,(3):43.
(1)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,Paris:47.
(2)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,51
(3)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,51.
(1)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,50.
(2)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,P26-27.
(1)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,P53.
(2)OECD(2017),PISA 2015 Results(Volume V):Collaborative Problem Solving,PISA,OECD Publishing,下同。
(1)ESCS调查了与学生家庭背景有关的许多方面:父母受教育程度、父母职业、能够代表财富的家庭拥有物、家庭藏书量以及家庭中其他教育资源,最终合成了ESCS指数。