八年级学生数学高阶思维能力的测评研究--基于Z市28153名学生的分析

Assessment Research on the Mathematical Higher-order Thinking Skills of Eighth-grade Students:Analysis Based on 28153 Eighth-grade Students in City Z

基于布鲁姆的认知分类学和PISA测评框架,结合专家评定法,构建数学能力、认知水平和问题情境的三维数学高阶思维能力测评框架,依据测评框架开发相应的测试题,并对Z市11个区县的28153名八年级学生数学高阶思维能力进行测评。结果表明:数学能力维度问题解决得分最低,认知水平维度评价得分最低,问题情境维度不同情境下高阶思维表现无显著差异;不同学业水平学生的数学高阶思维能力存在显著差异,B水平与A水平学生间差异显著且高于D水平与C水平学生间差异;女生的数学高阶思维能力比男生略高,但不存在显著差异。

Based on Bloom′s taxonomy and PISA′s assessment framework,combined with the expert assessment method,this study has established a three-dimensional assessment framework of mathematical ability,cognitive level and problem-solving context,and then developed corresponding tests to conduct on 28153 eighth-grade students in 11 districts and counties of City Z.The result shows that:(1)In the mathematical ability dimension,the score for problem-solving is the lowest,while in the cognitive level dimension,the score for evaluation is the lowest.There is no significant difference in high-order thinking performance in different contexts;(2)There are significant differences in higher-order mathematical thinking abilities among students in different academic levels,with the difference between B and A levels being significantly higher than the difference between D and C levels;(3)Girls have slightly higher mathematical higher-order thinking abilities than boys,but there is no significant difference.