学校因素对学生数学素养成绩影响的跨文化比较——基于PISA2012多水平分析的结果被引量：6

Cross-cultural Comparison of School Factors Affecting Students' Achievement in Mathematical Literacy : Based on the Multilevel Analysis of PISA 2012

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摘要本研究采用PISA2012的数据,使用多水平线性模型方法,比较中国上海地区、美国、芬兰、日本四个国家(地区)的学校客观特征因素和校长领导力对学生数学素养成绩的预测效应。结果发现:学校的客观特征变量在不同国家对学生数学素养的影响不尽相同;学生层面和学校层面的社会经济文化水平指标对数学素养有着正向的预测效果;在控制学生背景变量的情况下,学校层面的校长领导力指标对数学素养无显著预测作用。 This study investigated the predictive effect of school objective factors and principal leadership on students＇ achievement in mathematical literacy by employing two-level Linear Models from an international comparison perspective. Four countries/regions including shanghai-China, United States, Finland and Japan were selected from the international PISA 2012 database. The findings indicated that： The Influence of the objective variables of school on students＇ mathematical achievement is not the same in different countries; The indicator of socio-economic and cultural at the student＇s and school＇s level has positive predictive effect on mathematical literacy; With students＇ background controlled, the indicator of principal leadership at the school level has no significant predictive effect on mathematical literacy.

作者黄正正郭亚歌

机构地区湖北中医药大学人文学院北京师范大学

出处《中国考试》 2014年第10期47-55,共9页 journal of China Examinations

基金国家教育体制改革领导小组研究项目"研提OECD组织PISA测试项目经验启示"的研究成果之一

关键词学校因素数学素养多水平分析 PISA2012 School Factors Mathematical Achievement Hierarchical Linear Model PISA 2012

分类号 G405 [文化科学—教育学原理]

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