An investigation of twenty-first century learners’ competencies in China
An investigation of twenty-first century learners’ competencies in China
复制标题
二十一世纪中国学习者能力调查
DOI：
10.1007/s12564-017-9509-2
复制
发表时间：
2017
影响因子：
2.3
通讯作者：
L. Wong
中科院分区：
文献类型：
--
作者：
Huiying Cai;X. Gu;L. Wong
本文报告了一项关于开发二十一世纪所需的中国学习者能力评估清单的研究。在创建该工具时，参考了三个相关的二十一世纪能力框架：来自经合组织、欧洲理事会和美国。该工具的初步版本由 55 个项目组成，对来自三类 K-12 学校的 732 名上海学生进行了测试。为了探讨二十一世纪年轻汉语学习者应具备的能力的因素和结构，采用了探索性因素分析和结构方程模型。最终选出 7 个类别的 42 个项目。这些是学习概念、信息通信技术能力、解决问题、沟通、批判性思维、跨文化沟通和高级读写能力。基于这些发现，对上海学生的二十一世纪能力状况进行了性别、地区和年级的调查。讨论了研究结果的意义，例如平衡不同发达地区的学习资源和教师配置，以及指导在中国实施基于能力的课程。
This paper reports a study on developing an assessment inventory of Chinese learners’ competencies as needed for the twenty-first century. In creating the instrument, three relevant twenty-first century competency frameworks were referenced: from the OECD, the European Council, and the USA. The preliminary version of this instrument, which consists of 55 items, was administered to 732 Shanghai students from three types of K-12 schools. To investigate the factors and the structure of the competencies that young Chinese learners’ in the twenty-first century should possess, exploratory factor analysis and structural equation modeling were employed. This resulted in a selection of 42 items in seven categories. These were conceptions of learning, competencies in ICT, problem solving, communication, critical thinking, cross-cultural communication, and advanced-level literacy. Based on these findings, the status of students’ twenty-first century competencies in Shanghai, were investigated in relation to gender, region, and grade. The implications of the findings were discussed, such as balancing the learning resource and teacher deployment in differently developed regions, as well as guiding the implementation of a competency-based curriculum in China.