在快速变革的 21 世纪，全球各地的关联程度日益加深。随着各个国家移民数量的逐步上升和不同文化的交融，人与环境之间，文化与文化之间的矛盾凸显。在全球化带来新经验和新思想的同时，也不可避免要解决文化差异以及个体由于价值观、学科差异所带来的矛盾。而全球胜任力就是能够让年轻人适应文化多元、信息多元的环境，能让学生调动个体知识、技能等多方面的能力，做出创造性的成果。全球胜任力的培养对个体和社会都是有重大意义的。认知诊断模型是一种较新颖的评估理论，模型能够根据测试题和回答对题目所需要的技能之间的关系以及测试者的答题情况，给出每个测试者的属性模型。

       本文利用认知诊断中的 LLM 模型（线性 logistic 模型）估计出参与 PISA2018 全球胜任力测试的 27 个国家和地区学生的选择信源（A1）、描述和解释复杂的情况或问题（A2）、认识观点(A3)、评估行动可行性(A4)、思考行动后果(A5)五个与全球胜任力相关的能力的掌握情况。分析结果表示无论从各技能掌握率还是掌握技能个数分析，新加坡、加拿大、英国、中国香港学生表现最好。按各技能掌握比例，对国家和地区做聚类分析，聚类结果与各国经济实力和地理位置有关。以学生掌握技能个数表示学生发展阶段，可以发现不同发展阶段学生的共性技能不同，基础阶段学生掌握 A1 技能的学生最多，熟练阶段学生掌握 A4 技能的最多。从学习轨迹的角度对各国学生学习轨迹进行分析，分析结果显示巴拿马、西班牙、印度尼西亚、加拿大的学生学习轨迹相对简单；英国、希腊、以色列和马耳他相对复杂。加拿大、马耳他、新加坡拥有相同主要学习轨迹，中国台北和中国香港拥有相同的主要学习轨迹，马耳他和韩国拥有相同的主要学习轨迹。

      In the fast-changing 21st century, the degree of connection between all parts of the world is getting deeper. With the gradual increase in the number of immigrants from various countries and the integration of different cultures, the contradictions between people and the environment, and between culture and culture have become prominent. While globalization brings new experiences and new ideas, it is inevitable to resolve cultural differences and contradictions caused by individual differences in values and disciplines. Global competence is the ability to allow young people to adapt to a diverse cultural and information environment, and to enable students to mobilize individual knowledge, skills and other abilities to make creative results. The cultivation of global competence is of great significance to individuals and society. Cognitive diagnosis model is a relatively novel evaluation theory. The model can give an attribute model of each tester based on the relationship between the test questions and the skills required to answer the questions, as well as the tester's answering situation.

      This article uses the LLM model(linear logistic model) in cognitive diagnosis to estimate the source of choice (A1), description and explanation of complex situations or problems (A2), understanding of the world (A3), and knowledge of students from 27 countries and regions participating in the PISA2018 global competency test. Assess the feasibility of actions (A4) and think about the consequences of actions (A5) to master the five abilities related to global competence. The analysis results show that Singapore, Canada, the United Kingdom, and Hong Kong, China have the best performance regardless of the skill mastery rate or the number of skills mastered. According to the proportion of each skill mastering, cluster analysis of countries and regions is done, and the clustering results are related to the economic strength and geographic location of each country. The number of skills mastered by students represents the stage of student development. It can be found that students at different stages of development have different common skills. Students at the basic stage have the most A1 skills, and students at the proficiency stage have the most A4 skills. From the perspective of learning trajectory, the analysis of the learning trajectories of students from various countries shows that the learning trajectories of students in Panama, Spain, Indonesia, and Canada are relatively simple; the learning trajectories of students in the United Kingdom, Greece, Israel, and Malta are relatively complex. Canada, Malta, and Singapore have the same main learning trajectories, Chinese Taipei and Hong Kong have the same main learning trajectories, and Malta and North Korea have the same main learning trajectories.