阅读参与度和学习策略对阅读成绩的影响——基于上海PISA2009数据的实证研究

The Influence of Engagement in Reading and Learning Strategy on Reading Performance: Evidence-based Research with Shanghai PISA 2009 Data

学会学习是终身学习的关键能力,PISA2009从阅读参与度和学习策略两方面来研究学生在多大程度上学会了阅读领域的学习。本文首先介绍PISA2009的主要测评领域阅读中如何测量参与度和学习策略,接着用2009年PISA问卷数据说明中国上海学生在这方面所达到的水平,然后用二层回归模型分析上海学生阅读参与度和学习策略与上海学生阅读成绩的关系。研究发现,元认知策略和对阅读的喜爱程度对上海学生的阅读成绩影响最大,学校整体的参与水平和策略水平对上海学校阅读平均成绩有极显著的影响,提高阅读参与度和学习策略水平能有效克服不利社会经济背景的作用。

Learning to learn is a key competency for lifelong learning. PISA 2009 assessed the degree to which students have learned to learn in reading from two aspects： engagement in reading and approaches to learning. The paper first introduces how PISA assesses engagement and learning approaches in reading, the main domain of PISA ：2009. It then explains the level that Shanghai students reached in these two aspects with the data derived from PISA 2009 student questionnaire, and explores the relationship between reading performance and reading engagement and approaches with 2-level regression model. The research finds that, the meta-cognitive strategies and enjoyment of reading have the greatest impact on reading performance of Shanghai students, and the average level of engagement and strategies of a school has significant influence on its average performance. The improvement of reading engagement and learning approaches can overcome the disadvantaged background effectively.