中学生信息技术使用及其对科学素养的影响——基于PISA数据的中芬比较研究

Middle school students' use of ICT and its impact on their scientific literacy:a comparative study of China and Finland based on PISA data

基于PISA最新一轮的测评数据,采用多层线性模型,对我国和芬兰学生的信息技术(ICT)使用差异以及ICT使用对学生科学素养的影响进行了分析。研究发现:(1)两国学生的ICT使用存在较大差异,中国学生在大部分ICT变量的表现上要低于芬兰学生;(2)两国学生在ICT使用上均可区分为不同模式,表现在ICT数量、ICT感知和ICT活动上的不同;(3)两国学生在ICT使用对其科学素养的影响上有共性也有差异。最后,研究从着力培养我国学生的ICT兴趣与ICT自我效能、针对不同模式的学生进行ICT使用方式的指导、合力推动ICT促进学生科学素养的发展三方面,对研究发现以及可能的对策进行了探索,以期更好地发挥信息技术对学生学业的促进作用。

Program for International Student Assessment(PISA)has collected large amounts of data about students’use of ICT,which allows the comparison between different educational systems and inform the development of ICT strategies accordingly.As a leader in all previous PISA tests,Finland is regarded as a representative of high quality education,hence becoming an important reference for international comparative research.Based on the latest data(PISA 2015),this study sets out to identify differences in students’use of ICT between Finland and China and interpret the impact of ICT use on students’scientific literacy.The results show that there are differences in ICT use between the two countries.Chinese students score is lower in most ICT variables than their Finnish counterparts.Furthermore,students in both countries can be classified into different cohorts in terms of ICT use,including ICT access,ICT perceptions,and ICT activities.Finally,when it comes to the impact of ICT use on scientific literacy,both countries share similarities in some aspects but differ in others.Implications from the study are also discussed in relation to improving Chinese middle school students’use of ICT.