教育过程公平在学习焦虑与数学学业成绩的关系中的调节作用——基于PISA的实证研究

The Moderating Effect of Educational Process Equity on the Relationship between Learning Anxiety and Students’Mathematics Performance——Based Research with PISA

基于PISA中国上海地区的数据,探索教育过程公平对数学学习焦虑与学业成绩之间关系的调节作用模型.结果发现:(1)在教学内容方面,学生在课堂上接触应用数学的频率显著负向预测数学学习焦虑与学业成绩的关系,学生对数学概念的熟悉程度则显著正向预测焦虑与成绩的关系;(2)在教学实践方面,教师为主导的教学显著正向预测数学学习焦虑与学业成绩的关系,而学生为主导的教学显著负向预测焦虑与成绩的关系;(3)在教学质量方面,纪律氛围显著正向预测数学学习焦虑与学业成绩的关系.建议教育部门与学校通过引入教育过程公平测评理念,转变教学观,探索以学生为主导的教学方法;定位学生学情、心理特点,分类设计教学任务;重视营造合作与支持的课堂环境等途径,逐步改善学校教育教学过程公平.

Based on PISA data from Shanghai,China,the study analyzed the moderating effect of educational process equity on the relationship between mathematics learning anxiety and students’academic performance.The results showed that:(1)in terms of teaching content,the frequency of students’experience with applied mathematics tasks in the classroom significantly negatively predicted the relationship between mathematics anxiety and students’academic performance,and students’familiarity with mathematical concepts had a positive prediction.(2)In terms of teaching practice,teacher-directed instruction positively predicted the relationship between mathematics anxiety and students’academic performance significantly,while student-directed instruction had a negative prediction.(3)In terms of teaching quality,disciplinary atmosphere significantly positively predicted the relationship between mathematics anxiety and students’academic performance.Therefore,it is recommended that education departments and schools should change their teaching concept and explore student-centered teaching methods by introducing the concept of fair assessment in the education process,classify and design teaching tasks in accordance with students’academic situation and psychological characteristics,and pay attention to creating a cooperative and supportive classroom environment and other ways to gradually improve the educational process equity.