摘要
计算思维的培养和评价在国际上受到了高度关注,而我国目前还没有测量K12阶段学生计算思维的量表。该研究旨在为我国实践者和研究者对于K12阶段学生计算思维的评价提供一个测量工具。研究以1015名中国中学生为研究样本收集数据,采用探索性因子分析和验证性因子分析对国外已有的计算思维量表的信效度进行研究。首先,验证性因子分析结果显示含21个测量指标的五因子结构模型能较好地拟合数据,计算思维量表的五因子结构的得到了验证。其次,研究采用卡方差异检验法通过计算五个因子的受限模型与未受限模型相互之间的卡方值差异量对该量表的区分效度进行了检验。同时,通过两两因子之间的组合信度对该量表的聚敛效度进行了检验。研究对量表的内部一致性以及重测信度进行了检验。数据分析结果显示该计算思维量表具有良好的结构效度和信度,可以用来测量中国K12阶段学生的计算思维水平。最后,研究对我国K12阶段学生计算思维现状进行了分析,结果显示,我国K12阶段学生计算思维水平整体较高,但是学生算法思维和问题解决能力有待进一步提高。
The cultivation and evaluation of computational thinking(CT) has attracted great attention in the world, but there is no instrument for measuring CT of students in K12 in China. The purpose of this study is to provide a measurement tool for Chinese researchers and practitioners to evaluate the CT of K12 students. In this study, 1015 Chinese middle school students were selected as the sample to collect data. The factor structure of the CT instrument was explored and validated by exploratory factor analysis and confirmatory factor analysis. Firstly, the confirmatory factor analysis results show that the five-factor structure model with 21 measurement indicators can fit the data well, and the five-factor structure of the Chinese version of the CT instrument has been verified. Secondly, the convergence validity of the instrument was tested by the chi-square difference between the constrained model and the unconstrained model of the five-factor of CT instrument. At the same time, the discriminatory validity of the CT instrument was tested by the combination reliability. Finally, the internal consistency and retest reliability of this CT instrument were tested. The results of data analysis show that the Chinese version of the CT instrument has good structural validity and reliability, and it can be used to measure the level Chinese K12 students’ CT. Finally, this research analyzes the current level of Chinese K12 students’ computational thinking, and the results show that the overall level of Chinese K12 students’ computational thinking is high. However, students’ algorithmic thinking and problem solving need to be further improved.
作者
白雪梅
顾小清
Bai Xuemei;Gu Xiaoqing(Department of Educational Information Technology,East China Normal University,Shanghai 200062)
出处
《中国电化教育》
CSSCI
北大核心
2019年第10期83-90,共8页
China Educational Technology
基金
2019年华东师范大学优秀博士研究生学术能力提升计划“基于MOOC的混合学习研究”(项目编号：YBNLTS2019-039)资助
关键词
K12学生
计算思维量表
信度
效度
K12 Students
Computational Thinking Instrument
Reliability
Validity
