Xây dựng cấu trúc và thang đo năng lực hợp tác giải quyết vấn đề cho sinh viên kĩ thuật

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Tác giả: Thị Diệu Hiền Đặng

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Khoa học (Đại học Sư phạm Hà Nội) 2021

Mô tả vật lý: 98-110

Bộ sưu tập: Metadata

ID: 394918

Thêm vào giỏ Liên kết toàn văn

Hợp tác giải quyết vấn đề (HTGQVĐ) là năng lực không thể thiếu của người lao động nói chung và kĩ sư nói riêng trong thế kỉ XXI. Do đó, nghiên cứu phát triển năng lực này cho sinh viên kĩ thuật, nguồn lao động không thể thiếu trong tương lai là rất cần thiết.Cấu trúc và thang đo năng lực là 2 yếu tố quan trọng khi nghiên cứu phát triển năng lực.Hiện nay, một số nghiên cứu chỉ ra cấu trúc năng lực HTGQVĐ gồm ít nhất 2 hợp phần Hợp tác và Giải quyết vấn đề. Tuy nhiên, với góc nhìn năng lực HTGQVĐ là 1 năng lực thì cấu trúc chia tách ra thành 2 phần chưa thực sự phù hợp, vì thế cần thiết phát triển cấu trúc năng lực phù hợp hơn. Bài viết này tập trung chủ yếu vào trình bày kết quả nghiên cứu xây dựng cấu trúc, thang đo và tiêu chí đánh giá năng lực HTGQVĐ cho sinh viên kĩ thuật. Bên cạnh đó, bài viết còn trình bày tổng quát về khái niệm, cấu trúc năng lực HTGQVĐ và thang đo năng lực của sinh viên kĩ thuật. Kết quả nghiên cứu là cơ sở quan trọng đề xây dựng các công cụ đo lường và để xuất biện pháp phát triển năng lực HTGQVĐ cho sinh viên kĩ thuật., Tóm tắt tiếng anh, Collaborative problem solving (CPS) is an indispensable competency of workers as well as engineers in the 21st century. Therefore, it is very necessary to develop for students.Frameworks and scale are 2 importance factors when researches are conducted on developing of competency as well as CPS competency. There are some researchers have interested in on these issues. In the results, the CPS frameworks were divided into at least 2 components: Collaborative and Problem solving. However, with the perspective of CPS competency is not a compound competency, the structure divided into 2 parts is not really suitable, so it is necessary to develop this competency frameworks more appropriately. This article mainly focuses on research results of CPS framework, scales and criteria to evaluate CPS competency of technical students. Research results will be foundations for developing tools to measure the development of the CPS competency.

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