处境不利学生的发展及其影响因素——基于我国四省市PISA2015数据的分析

The Development of Disadvantaged Students and Its Influencing Factors:Evidence from PISA2015 Data Analysis of Four Provinces/Cities in China(Beijing.Shanghai.Jiangsu,and Guangdong)

有针对性地改进处境不利学生的教育,推动教育公平,是当前教育研究的重要议题。采用PISA2015数据分析北京、上海、广东、江苏四省市处境不利学生的发展状况,并通过极端组比较法与多水平回归分析法探索影响这些学生发展的因素。研究发现:四省市处境不利学生的科学素养平均分显著低于处境良好学生,科学素养表现达到精熟度4级以上的比例也显著低于处境良好学生,组间差距较大;导致处境不利学生成绩低下的原因综合而复杂,来自学校和学生个体两水平的多种因素都在发挥作用,其中最亟待关注的是,学校位置对处境不利学生成绩具有非常显著的预测效应,处境不利儿童表现如何,与其在农村学校还是城市学校就读紧密相关。未来,政府应加强农村学校建设,为促进处境不利学生发展创造有利条件;学校要创设公平而富有支持性的环境,培育优良的校风学风;教师要培养兴趣、激发动机,促进处境不利学生自主学习。

To improve the educational outcome for disadvantaged students has become a hot topic among educators,researchers and policy-makers.In this study,PISA2015 B-S-J-G(China) Data were used to analyze the development of disadvantaged students and explore the related factors.Descriptive statistics showed that not only the mean score in science literacy of disadvantaged students was significantly lower than advantaged students,but also the proportion of disadvantaged students who were proficient at level 4 or above was significantly lower than that of advantaged students.Meanwhile,the multilevel analysis indicated that the reasons leading to the lower performance of disadvantaged students are comprehensive and diversified, meaning that many factors from the school and student level are all playing a role.In the future,the government need to strengthen the construction of rural schools to create better conditions for disadvantaged students;schools ought to create fair and supportive circumstance to improve school climate;teachers should motivate disadvantaged students to learn and to explore on their own.