牛金鹏1, 2 徐 辉1, 2
（1. 西南大学 教育学部，重庆 400715；2. 西南大学 国际与比较教育研究所，重庆 400715）
【摘 要】本研究基于PISA2022数据，采用普通最小二乘（OLS）回归分析，考察了ICT能力、ICT资源及ICT实践对新加坡、韩国、澳大利亚、爱沙尼亚、芬兰、丹麦、拉脱维亚、比利时和波兰九国中学生创造性思维的影响。研究发现，在ICT能力方面， ICT自我效能感与ICT批判性思维均与创造性思维呈正相关。但在ICT资源方面，校内ICT可用性和校外ICT可用性与创造性思维的关系在九个国家中呈现出混合的结果。此外，在ICT实践方面，工作日ICT使用频率与双休日ICT使用频率均与创造性思维呈负相关；基于ICT的探究性学习与创造性思维的关系在九个国家中不尽相同；基于ICT的学科学习和基于ICT的课外活动与创造性思维呈正相关，而基于ICT的学业反馈与创造性思维呈负相关。研究结合有关国家的教育背景与文化情境进行了讨论，并从ICT教育的视角出发对我国中学生的创造性思维培养提出了相应政策建议。
【关键词】国际比较视角；创造性思维；ICT能力；ICT资源；ICT实践；PISA2022
Beyond Technological Determinism: A Cross-National Empirical Study of the Influence of ThreeDimensional ICT Factors on Creative Thinking
NIU Jinpeng1, 2 and XU Hui1, 2
(1. Faculty of Education, Southwest University, Chongqing 400715, China; 2. Institute of International and Comparative Education, Southwest University,Chongqing 400715, China)
Abstract: Based on the Programme for International Student Assessment (PISA) 2022 data, this study employed ordinary least squares (OLS) regression analysis to examine the impacts of ICT competences, ICT resources, and ICT practices on the creative thinking of secondary school students in nine countries: Singapore, South Korea, Australia, Estonia, Finland, Denmark, Latvia, Belgium, and Poland. The findings revealed that, in terms of ICT competences, both ICT self-efficacy and ICT critical thinking are positively correlated with creative thinking. However, in terms of ICT resources, the relationships between the availability of ICT at school and the availability of ICT outside of school and creative thinking displayed mixed results across the nine countries. Furthermore, in terms of ICT practices, the frequency of ICT use on weekdays and the frequency of ICT use on weekends were both negatively correlated with creative thinking; the relationship between ICT-based inquiry learning and creative thinking varied across the nine countries; ICT-based subject learning and ICT-based extracurricular activities were positively correlated with creative thinking, whereas ICT-based academic feedback was negatively correlated with creative thinking. This study discussed the findings in the context of educational backgrounds and cultural contexts of the relevant countries and, from the perspective of ICT education, put forward corresponding policy recommendations for the cultivation of creative thinking among Chinese secondary school students.
Keywords: international comparative perspective; creative thinking; ICT competences; ICT resources; ICT practices; PISA 2022
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超越技术决定论：三维ICT因素影响创造性思维的跨国实证研究.pdf
