摘要
课外补习因其课程仿效正规教育体系而被喻为影子教育,越来越多的学者开始关注课外补习的规模和影响。尽管课外补习在世界范围内显著扩张、影响深远,但影子教育研究仍然面临研究方法和概念界定的挑战。本研究重点关注来自国际数学和科学趋势比较项目(TIMSS)和国际学生能力评估项目(PISA)中影子教育相关数据的分析。这类分析面临的首要问题来源于对影子教育的界定及研究关注点的设定,面临的挑战来自于国际大规模评估项目问卷中相关问题对影子教育的措辞以及各国问卷中对这些用词的翻译。本研究发现,有一部分影子教育的文章采用了有问题的数据,得出了误导性的研究结论。尽管研究方法日渐成熟,但为了达到对影子教育的本质及意义的充分理解,国际大规模项目评估中关于影子教育问题的设置仍然需要进一步改进。
Expanding numbers of researchers are focusing on the scale and impact of private supplementary tutoring. Such tutoring is widely called shadow education, since much of its curriculum mimics that of regular schooling. Although shadow education has expanded significantly worldwide and is now recognized to have far-reaching significance, research faces methodological and conceptual challenges. This article focuses on analyses of shadow education data from the Third （or Trends in） International Mathematics and Science Study （TIMSS） and the Program for International Student Assessment （PISA）. An initial problem arises from definitions of shadow education and therefore from research focus. Further challenges arise from the initial phrasing and then translation of items in international questionnaires. The article notes that some studies have been grounded in problematic data, which has led to misleading pictures. Methods and approaches are maturing, but much refinement remains necessary for an adequate understanding of the nature and implications of shadow education.
出处
《教育发展研究》
CSSCI
北大核心
2016年第15期9-18,23,共11页
Research in Educational Development
