本文選題：PISA + 問題解決能力　； 參考：《華東師范大學》2016年博士論文

【摘要】：21世紀的技術變革對人的能力提出了新的要求,以傳授知識和技能為首要任務的傳統(tǒng)學校教育越來越難以適應這一要求,提高學生在各種真實情景下解決問題的能力越來越受到國際社會的重視。國際學生評估項目(PISA)致力于考查義務教育末期學生應對未來社會挑戰(zhàn)的能力,它基于問題解決的視角評估學生在主要的學科領域的“素養(yǎng)”水平,同時評估學生的一般問題解決能力以及相關的非認知特征。本研究圍繞學生問題解決能力,力圖回答三個問題：PISA如何評估學生的問題解決能力?學生問題解決能力特征如何?與問題解決能力相關的教師教學特征如何?借助對這些問題的回答,研究者希望促進問題解決測評理論和方法的發(fā)展,同時基于實證的分析,為上�；A教育的進一步發(fā)展提供政策建議。本研究采用量化和質性研究方法相結合的方式。首先通過文獻分析形成考查問題解決能力的框架,在此基礎上深入分析了PISA學生問題解決能力的評估內容和評估方法。接著,本研究綜合利用PISA 2009和PISA 2012國際數(shù)據(jù)庫,分析了學生問題解決能力的總體表現(xiàn)和不同類型問題解決能力之間的關系。在此基礎上,研究結合PISA和TALIS數(shù)據(jù)以及學校訪談資料,分析了教師的教學理念、課堂教學策略,以及信息和通訊技術(ICT)在教學中的使用情況。通過文獻分析,特別是國際比較,研究主要結果可以歸納為以下幾點：第一,PISA以問題解決的視角來考查學生不同領域的能力特征,提供了多個分析學生問題解決能力的角度,并將問題解決視為一種包含認知與非認知內容的綜合能力。第二,上海學生擅長學科領域的靜態(tài)問題解決,但基于計算機的學科問題解決表現(xiàn)落差較大；第三,上海學生一般問題解決能力仍有較大提升空間,尤其在互動問題解決和高端學生表現(xiàn)方面；第四,在學習和問題解決策略方面,上海學生學習動機水平、問題解決堅持性和開放性都較高,但在元認知技能和控制策略方面則存在不足；第五,學生在問題解決能力方面的表現(xiàn)特征與教師的教學關系緊密,盡管絕大多數(shù)上海教師都認同建構主義教學理念,注重激發(fā)學生學習參與,但教師主導式的教學組織仍然是課堂教學的主流,灌輸式和機械學習、標準化答案等仍大量存在,尤其是信息和通訊技術在教學和學習中的應用非常薄弱；最后,針對上海學生的上述表現(xiàn),本研究進行了探討并提出了建議。
[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.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G632.4
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本文編號：1945148