基于ESEM的高阶思维结构测量模型研究

Research on High-Order Thinking Structure Measurement Model Based on ESEM

新技术、新媒体的发展使人类前所未有地减轻了低阶知识与能力的负荷,对于21世纪的公民而言,更需要具备完成复杂任务、解决劣构问题的高级综合能力,即高阶思维(Higher-Order Thinking)。高阶思维结构具有整体性、发展性、社会性、复杂性和难以测评性。当前已有的各种与高阶思维能力相关的测量量表,虽然能对高阶思维某一方面的倾向性或行为过程做出一定的评价,但缺乏对课堂教学情境中高阶思维发展过程及其能力的整体性评价和操作性指导,更忽略了对同伴情感支持、自我效能感和自我调节等非智力因素在高阶思维发展中的观测。因此有必要从课堂情境出发,探究高阶思维结构的测量模型。通过探索性结构方程建模(ESEM)形成的高阶思维结构模型,包括创造性策略、问题解决过程以及批判性调节学习3个二阶因素,以及创新性思维、决策能力、元认知与反思性评价、问题解决能力、同伴情感支持、自我效能感、批判性思维、自我调节学习等8个一阶因素。该模型不仅关注思维技能与问题解决能力的行为特征,还考虑了情感与动机的作用。这对于全面认识高阶思维发展过程与活动的整体性具有一定的价值。

As the development of new technology and new media,the human unprecedentedly reduced the loadof low order knowledge and ability.For citizens of21st,they should have the advanced comprehensive ability toaccomplish complex tasks and solve inferior problems,that is,the higher-order thinking.The higher-order thinkingstructure has characteristics of integrity,development,sociality,complexity and the characteristic that is difficult tomeasure.Nowadays,although the exiting measurement scales related to higher-order thinking ability can evaluatecertain orientation or behavioral process of higher-order thinking,it lacks overall evaluation and operationalguidance for the development process and the ability of higher-order thinking in classroom teaching situation,andignores the observation of nonintellectual factors including companion emotional support,self-efficacy,andself-regulation etc.in higher-order thinking development.Therefore,it is necessary to explore the measurementmodel of higher-order thinking structure in the classroom situation.The higher-order thinking structure modelbased on Exploratory Structural Equation Modeling(ESEM)includes three second-order factors:creative strategy,problem solving process and critical adjustment learning,and eight first-order factors:innovative thinking,decision-making ability,metacognition,reflective evaluation,problem solving ability,companion emotional support,self-efficacy,critical thinking as well as self-adjusting learning.This model not only focuses on the behavioralcharacteristics of thinking skills and problem solving ability,but also considers the role of emotion and motivation.It would be valuable to have comprehensive understanding for the integrity of higher-order thinking developmentprocess and activities