摘要
采用国际学生评价项目PISA2006的数据,使用多水平线性模型方法,比较中国香港、日本、芬兰和美国四个国家(地区)的学校教育资源与学生数学素养成绩的关系。结果发现,在控制学生背景变量的情况下,学校教育资源对学生数学素养成绩的影响在四个国家(地区)之间存在一定的文化差异:学校大小、生师比对中国香港学生数学素养成绩有显著的正向预测作用;学校大小、班级大小、学校类型、有硕士研究生学历的教师比例对日本学生数学素养成绩有显著的正向预测作用,用于教学的计算机比例对日本学生数学素养成绩有显著的反向预测作用;学校教育资源对芬兰学生数学素养成绩没有显著的预测作用;学校类型对美国学生数学素养成绩具有显著的反向预测作用。
The study of factors influencing students＇ literacy has always been a heated topic in educational and psychological research. Some studies have suggested that school educational resources are very important for the achievement of students＇ literacy. Mathematics literacy, as an important part of students＇ literacy, is also the necessary knowledge and skills with which young people adapt themselves to their future social life. Meanwhile, in the Program for International Student Assessment （abbreviation for PISA） 2006, mathematical literacy is the main fields of assessment. Based on the data of PISA2006 which the Organization for Economic Cooperation and Development （ abbreviation for OCED） implemented in 2006, the relations between school educational resources and the mathematical literacy of Hong Kong, Japan, Finland and the United States were compared in the study. The hierarchical linear model was employed to analyze the data. The results indicated that mathematical literacy scores of students in Finland, followed by Hong Kong and Japan, are higher than the average of OECD countries （498）, while the mathematics literacy scores of students in the United States was the lowest of the four countries （regions） and lower than the OECD average. With students＇ background controlled, the effect of school educational resources on students＇ mathematical literacy demonstrated some cultural differences among the four countries （regions）. School size, student-teacher ratio had a significandy positive effect on students ＇ mathematical literacy in Hong Kong . Student-teacher ratio increased for each additional unit, students＇ mathematical literacy average score would improve by 12.59 points. School size, class size, school type and the proportion of teachers with International Standard Classification of Education （ISCED） 5A had a significantly positive effect on students＇ mathematical literacy in Japan. However,the ratio of computers available for instruction had a significantly negative effect on students＇ mathematical literacy. The mathematical literacy average score of students in large classes was higher by 51.31 points than that of students in small classes; Public school students＇ average score was 31.26 points higher than that of students in private schools; When the proportion of teachers with ISCED 5A increased by every 1%, the average score of student mathematics literacy would rise by 214.29 points; while the proportion of computers for teaching increased by every 1%, students＇ mathematical literacy average scores would fall by 156. 13 points. Besides, school educational resources had no effect on students＇ mathematical literacy in Finland. On the other hand, school type had a significantly negative effect on students＇ mathematical literacy in the United States： public school students＇ average score was 38.06 points lower than private school students＇. In addition, with both of variables of students＇ background and school educational resources added, the study showed that the variation among schools and intra-school were still significant. That is, in two levels of equations, a number of other important variables had an important influence on the mathematical literacy score of students. Therefore, exploring the impact of these variables should be a new direction of future research.
出处
《心理科学》
CSSCI
CSCD
北大核心
2012年第2期352-357,共6页
Journal of Psychological Science
基金
教育部人文社科基地2007年度重大研究项目(2007JJDXLX257)的资助
关键词
学校教育资源
数学素养
跨文化比较
PISA
school educational resources, mathematical literacy, cross-cultural comparison, PISA
