高中生技术素养的维度与水平——基于北京的调查

An Investigation about Dimensionality and level of Students' Technological Literacy in Senior Middle Schools

技术素养已经成为公民必备的基本素养,与科学素养并列,关系到国家的综合实力和科技竞争力。本研究整合国外成果将技术素养分成知识、能力、批判性思维和决策、态度四个维度,横向领域结构包括技术和社会、设计与系统、信息与通信技术,具体分为4个一级指标,12个二级指标和36个三级指标。对北京1520名高中生进行了实证调查,从技术素养的知识、能力、批判性思维和决策、态度这4个一级指标进行了基本水平的统计,具体涉及三级指标的描述性分析、典型指标的频率分析等。调查研究结果表明:在知识维度,学生对于核心产品、形式产品、附加产品、核心概念、故障诊断、工具、材料的知识掌握很好,这7项的得分都达到高分的类别,但是学生在设计系统和其他资源的知识掌握欠佳。整体来看,高中生技术素养整体水平薄弱,尤其在技术素养的核心维度表现不佳,对于学生技术素养的培养不仅需要在政策层面得以重视,也应该在实际教学中显化。

In company with scientific literacy, technological literacy has become the basic qualification for citizens, which is related to the comprehensive strength of a country and the competitiveness of science and technology. This study integrated the foreign results and divided technological literacy into four dimensions which are knowledge, ability, critical thinking and decision making, attitude .The transverse field structure which is specifically divided into 4 first-level indicators, 12 secondary indicators and 36 tertiary indicators includes technology and society , design and system, information and communication technology. It is an empirical investigation of 1520 senior high school students in Beijing by using SPSS statistical software, and the four first-level indicators of technological literacy which are knowledge, ability, critical thinking and decision-making, attitude was conducted the basic level of statistics specifically including descriptive analysis of tertiary indicators, frequency analysis of typical indicators and so on. The findings suggest that the students have a good grasp of the knowledge of core products, form products, additional products, core concepts, fault diagnosis, tools and materials in the dimension of knowledge because the scores of the seven points all reach to the category of the high score, but they have a poor grasp of designing the systems and other resources. On the whole, the overall level of technological literacy of the high school students is low especially in the core dimension of technological literacy and the cultivation of students ’ technological literacy should not only be taken seriously at the policy level , but also be manifested in the practical teaching.