Research On The Evaluation Of The Technical Problem-solving Ability Of Upper Grade Primary School Students Based On Real Situations

Technology has become an indispensable part of modern life,and individuals entering the technological era are faced with a more complex and changeable environment full of uncertainty.Improving students' ability to solve technical problems will help individuals improve their core literacy,adapt to life and study in the new era,and meet the challenges of the future world.At present,the research on the evaluation of technical problem-solving ability is not perfect.Starting from the characteristics of technical problems and the psychological process of technical problem solving,this study draws on the experience of large-scale international assessment projects,this paper tries to construct the evaluation index and the evaluation method based on the real context of the technical problem-solving ability of the high-grade primary students.This study focuses on the technical problem-solving ability of the senior students in primary school.It attempts to answer three main questions: What are the characteristics of technical problems? What are the dimensions of the technical problem-solving ability of the upper primary school students? What is the current situation of the technical problem-solving ability of the senior students in primary school? It is hoped that the answers to these questions can promote the further development of the evaluation method of technical problem-solving ability.First of all,through the literature analysis of technical problem-solving ability related research status to determine the main direction of this study.Then it analyzes the characteristics of technical problems and the relevant experience of large-scale international assessment,determines the evaluation concept of technical problem-solving ability,and finds the evaluation method of technical problem-solving ability.In-depth understanding of psychology and education in the field of mature problem-solving ability model,combined with the characteristics of technical problems,to establish the dimensions of technical problem-solving ability,and through classroom observation to refine dimensions.On this basis,a questionnaire based on the real context was developed to analyze the current situation of the technical problem-solving ability of the high-grade primary students.In addition,classroom observation of project activities based on real context and semi-structured interviews were used to understand the views of front-line teachers.The main findings of this study can be summarized as follows:First,technical problems have the characteristics of situational,indescribable,multiple and practical.Second,the dimensions of technical problem-solving ability mainly include situation information understanding ability,problem representation ability,knowledge application ability,decision-making and experiment ability and meta-cognition and optimization ability.Thirdly,there is much room to improve the technical problem-solving ability of the current high-grade primary students.Fourthly,the basic idea of technical problem-solving ability evaluation is to carry out the evaluation from the real context and to evaluate it in a diversified way.Fifthly,the assessment of technical problem-solving ability should be based on the assessment scale,classroom observation,questionnaire and so on,in the process of real context technical problem-solving.