An Investigation of Twenty-First Century Learners' Competencies in China

Autor/inn/en	Cai, Huiying; Gu, Xiaoqing; Wong, Lung-Hsiang
Titel	An Investigation of Twenty-First Century Learners' Competencies in China
Quelle	In: Asia Pacific Education Review, 18 (2017) 4, S.475-487 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gu, Xiaoqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-017-9509-2
Schlagwörter	Foreign Countries; Guidelines; Measures (Individuals); Critical Thinking; Intercultural Communication; Thinking Skills; Gender Differences; Problem Solving; Literacy; Factor Analysis; Structural Equation Models; Elementary School Students; Secondary School Students; Geographic Regions; Competency Based Education; Skill Development; Curriculum Development; Educational Resources; Information Technology; Technological Literacy; Institutional Characteristics; Comparative Analysis; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Richtlinien; Messdaten; Kritisches Denken; Interkulturelle Kommunikation; Denkfähigkeit; Geschlechterkonflikt; Problemlösen; Alphabetisierung; Schreib- und Lesefähigkeit; Faktorenanalyse; Sekundarschüler; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kompetenzentwicklung; Qualifikationsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsmittel; Informationstechnologie; Technisches Wissen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01