【作者】 董佳瑞； 刘蓝蔚； 方平；

【Author】 DONG Jiarui;LIU Lanwei;FANG Ping;Collage of Psychology, Capital Normal University;Beijing Ritan Middle School Experimental School;

【机构】 首都师范大学心理学院； 北京市日坛中学实验学校；

【摘要】 随着现代素质教育的不断推进和深入,教育者逐渐强调学生问题解决能力这一高阶思维的重要性。问题解决能力不仅是贯穿学生的学习生涯,也是我国学生发展核心素养的十八重点之一,更是21世纪学生的必备能力之一。但是回顾以往有关问题解决能力的研究,不难发现问题解决能力的理论虽然丰富但却缺少有效的测量工具。中学阶段是学生抽象逻辑思维发展的关键时期,因此对中学生问题解决能力的有效测量不仅对他们的学业起着引导作用,更有利于他们的发展。所以本研究立足于我国中学生的学习与发展现状,综合已有研究,编制了中学生问题解决能力量表,为更好的测评中学生问题解决能力提供有效的帮助。本研究首先通过对已有研究文献的梳理和总结,在理论层面上将中学生问题解决能力构念为问题探究、框架构建、计划制定、计划实施、结果反馈这五个维度,共编制了36道题目。首先研究一对名中学生进行施测,回收数据进行项目分析和探索性因素分析,最终形成了包含5个维度,共20道题目的正式量表,累计解释变异量为76.41%;研究二采用正式量表对356名中学生进行施测,回收数据用于验证性因素分析,结果表明;总量表的Cronbach’α为0.82,x~2/df=2.12,RMSEA=0.048,IFI=0.978,TLI=0.974,CFI=0.978。数据分析的结果表明本量表具有良好的信效度,符合心理测量学的标准和要求,可应用于对中学生问题解决能力的调查研究中,在实践层面丰富了问题解决能力的研究。更多还原

【Abstract】 With the continuous advancement and deepening of modern quality education, educators gradually emphasize the importance of high-level thinking of students’ problem-solving ability. The problem-solving ability not only runs through the students’ study career, but also one of the eighteen key points of the core literacy development of our students, and it is also one of the necessary abilities of the 21 st century students. But looking back on the previous researches on problem-solving ability, it is not difficult to find that the theory of problem-solving ability is rich but lack of effective measuring tools. The middle school stage is a critical period for the development of abstract logical thinking ability. The effective measurement of the problem-solving ability of middle school students not only guides their academic work, but also benefits their development. Therefore, based on the current situation of middle school students’ learning and development in China, this study compiled the scale of middle school students’ problem-solving ability to provide effective help for better assessment of middle school students’ problem-solving ability. This research first through to the existing literature combing and the summary, in the theoretical level constructs the middle school student problem-solving ability the question inquiry, the frame construction, the plan formulation, the plan implementation, the result feedback these five dimensions, a total of 36 questions were prepared.Firstly, a pair of middle school students were tested, and the data were collected for item analysis and exploratory factor analysis. Finally, a formal scale containing 5 dimensions and a total of 20 items was formed, with a cumulative interpretation variance of 76.41%. In the second study, 356 middle school students were measured using a formal scale, and the data were recovered for confirmatory factor analysis. Cronbach’α=0.82, x~2/df =2.12, RMSEA =0.048,IFI=0.978, TLI=0.974, CFI=0.978. The results of data analysis show that this scale has good reliability and validity and conforms to the standards and requirements of psychometrics. It can be applied to the investigation and research on the problem solving ability of middle school students, which enriches the research on problem solving ability at the practical level.更多还原