学生科学素养提升之家庭归因——基于中国PISA 2015数据的分析

Family Factors in the Improvement of Students’ Scientific Literacy——Based on the Analysis of China PISA 2015 Data

科学素养对于个体发展与国家竞争力提升有重要意义。基于中国PISA 2015数据,本文探讨了家庭对学生科学素养影响的内在机制。研究发现,在控制其他因素的情况下,家庭社会经济地位对学生科学素养产生间接影响,以家庭学习资源、家庭作业监管、家长自我学习为表征的过程性家庭教育投入对学生科学素养有直接的积极效应。相较而言,过程性家庭教育投入对学生科学素养产生了更重要的影响。将家庭教育纳入公共政策视野,通过外在支持提升家长教育能力,加大过程性家庭教育投入,营造良好的家庭文化氛围,对于提升学生科学素养具有积极意义。

Scientific literacy is of great significance to individual development and national competitiveness.Based on the data of China PISA 2015,this paper discusses the internal mechanism of family’s influence on students’scientific literacy.It is found that family socioeconomic status had an indirect effect on students’scientific literacy when controlling other factors.The process family education input,represented by family learning resources,homework supervision and parents’self-learning,had a directly positive effect on students’scientific literacy.Relatively,the process family education input had a more important impact on students’scientific literacy.It has important implications to improve students’scientific literacy by bringing family education into the perspective of public policy,improving parents’educational ability through external support,increasing the investment in process family education,and enriching family cultural capital.