学校自主管理成效研究——以中国和日本中学的比较为基础

Research on the Effectiveness of School Autonomy——Based on a Comparison Between Chinese and Japanese Secondary Schools

文章利用PISA 2015数据,比较中日两国公立与私立中学的学校自主管理成效。经删除作答不全的被试后,中国公立与私立学校学生分别为8385人、818人,来自232所、24所学校;日本公立与私立学校学生分别为3972人、1520人,来自137所、54所学校。多层线性模型的结果显示:(1)学校自主管理维度中的资源自主与课程自主分别对中国私立学校学生的学习表现带来正向与负向影响,但是这两个维度并未对中国公立学校与日本的公立和私立学校学生起到明显影响;(2)学校自主管理维度中的校内科学活动频率越高,日本私立学校学生的学习表现越好。然而,该维度未在中日两国其他类型学校产生显著作用。根据结果,我国私立学校尽管拥有较高的办学自主权,但实际运作时仍然需要关注教育的"反效果"。

This study used PISA 2015 data to compare the effectiveness of school autonomy in public and private secondary schools in China and Japan.After deletion of incomplete respondents,the number of Chinese students from public and private schools was 8,385 and 818,respectively,from 232 and 24 schools;the Japanese public and private high school students were 3,972 and 1,520,respectively,from 137 and 54 schools.The results of the hierarchical linear model show that:(1)resource autonomy and curriculum autonomy have both positive and negative impacts on the learning performance of Chinese private school students,but no significant influence on students of Chinese public schools and Japanese public and private schools;(2)the higher the frequency of intra-school science activities at the school autonomy dimension,the better the performance of Japanese private school students.However,school autonomy has not played a significant role in China’s and Japan’s other type of schools.According to the results,although private schools in China have a higher autonomy,they need to,in their operation,pay attention to the"adverse effects"of education.