PISA 2022数学测评中的计算思维分析与启示

Analysis and Implications of Computational Thinking in the PISA 2022 Mathematics Assessment

在全球教育数字化转型的时代背景下,PISA 2022首次将计算思维纳入数学素养并强调其在问题解决与数学学习中的重要性。文章首先对PISA 2022计算思维及其测评方式进行内涵解读,分析参与测评的东亚6个国家和地区学生在相关题项上的表现,探究计算思维学习经历及信心程度与前者的关系。结果显示,东亚6个国家和地区中学生整体计算思维水平较高,但是与其相关的数学任务经历较少,学生对计算思维工具或任务持有的态度与他们的计算思维水平有较明显的相关性。我国数学教育应采用问题驱动型教学法,运用递进支架教学策略,重视计算思维实践和实施多元评价。

Based on the digital transformation of global education,PISA 2022 has for the first time included computational thinking in mathematical literacy and emphasised its importance in problem solving and mathematical learning.The article firstly interprets and analyses the meaning of computational thinking and its measurement as proposed in PISA 2022,and then explores the influence of experiences and emotions on computational thinking based on the scores of students from six countries and economies in East Asia on the relevant questions.The results show that secondary school students in six countries and economies in East Asia have higher levels of computational thinking overall,but have less experience with the mathematical tasks associated with it,and that the attitudes students hold towards computational thinking tools or tasks are more significantly correlated with their levels of computational thinking.Based on the findings,the article proposes recommendations for mathematics education in China:Problem-driven pedagogy,use of progressive scaffolding teaching strategies,emphasis on computational thinking practice and implementation of alternative assessments.