小学数学5C合作探究课堂过程模型的建构与关联结构检验

Construction and Associational Structure Testing of a 5C Collaborative Inquiry Classroom Process Model for Primary School Mathematics

摘要: 针对小学数学课堂合作探究实施中存在的结构性困境及其素养整合需求，本文基于数学学科提出5C合作探究课堂过程模型。以深圳某校三至六年级336名学生为样本，采用验证性因子分析和结构方程模型，检验该模型的测量结构及其与学生自评合作能力、探究素养和感知学习获益之间的关联。结果表明：5C与合作能力、探究素养呈显著正向关联；合作能力和探究素养在5C与感知学习获益之间呈现显著的并联间接关联，同时5C与感知学习获益之间仍存在直接路径。进一步将5C建模为二阶因子并获得测量支持。鉴于本研究采用横断面问卷数据，相关结果仅表示模型设定下的统计关联，不能据此作出因果解释。

Abstract: To address the structural challenges in implementing collaborative inquiry in primary school mathematics classrooms and the need for competency integration, this study proposes a 5C collaborative inquiry classroom-process model. Using cross-sectional questionnaire data from 336 students in Grades 3~6 from a school in Shenzhen, China, the study employs confirmatory factor analysis and structural equation modeling to examine the measurement structure of the model and its associations with students’ self-reported collaborative competence, inquiry competence, and perceived learning gains. The results indicate that the 5C model is positively associated with students’ collaborative competence and inquiry competence. Both competencies show significant parallel indirect associations between the 5C model and perceived learning gains, while the model also retains a direct path to perceived learning gains. Furthermore, the 5C model is specified as a second-order factor and receives empirical support from the measurement analysis. Because the study relies on cross-sectional questionnaire data, the findings only indicate statistical associations under the specified model and should not be interpreted causally.