高中经济专业学生HOTS的学习与评价

Kennedy Acheampong, D. Dahlan, Disman, E. Suryadi, Muhamad Arief Ramdhany
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摘要

在全球化迅速发展的当今世界,批判性思维、理性和宽容对于个人和人际关系的幸福至关重要。本研究旨在分析高中经济学教学方法、自我概念和评估对学生高阶思维技能(HOTS)的影响。研究对象为来自三所高等专科学校的220名经济学专业学生。本研究采用定量调查的方法,采用设计的问卷,并使用有序逻辑回归来寻找变量之间的相关性。研究结果表明,教学方法、自我概念和评估通过促进高阶思维技能对学生对经济学科目的理解有显著影响。为了改善加纳的教育体系并实现2030年可持续发展目标(SDGs),该研究还强调了在课堂教学中进行以hot为导向的评估的必要性。因此,该研究建议使用各种教学策略,例如开放式问题和实际解决问题的任务,鼓励学生操纵不熟悉或新颖的情况,而不是依赖于回忆或重述以前教过的材料。本研究的启示是,课程开发者应该在课程中考虑一个结构良好的问题,这将激发学生的高阶思维技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning and Assessment of HOTS among Senior High School Economics Students
In today's world, where globalization is rapidly increasing, critical thinking, rationality, and tolerance are essential for personal and interpersonal well-being. The study aims to analyze the impact of teaching methods, self-concept, and assessment on students' higher-order thinking skills (HOTS) in economics in senior high school (SHS). The research subjects involved 220 economics students from three SHS. The study used a quantitative survey method with the use of a designed questionnaire and used ordinal logistic regression to find the correlations between variables. The findings suggest that teaching methods, self-concepts, and assessment have a significant impact on students' understanding of economics subjects by promoting higher-order thinking skills. To improve Ghana's educational system and meet the Sustainable Development Goals (SDGs) 2030, the study also underlines the necessity of HOTS-oriented assessment in classroom instruction. Therefore, the study recommends the use of various instructional strategies, such as open-ended questions and practical problem-solving tasks that encourage students to manipulate unfamiliar or novel situations, rather than relying on recall or restatement of previously taught material. The implication of this study is that curriculum developers should take into consideration a well-structured question in the curriculum that will elicit students' high-order thinking skills.
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