阅读元认知策略对科学素养影响的实证研究——基于PISA2018的数据分析

The Influence of Metacognitive Strategies in Reading on Students’Scientific Literacy:Based on PISA 2018 Data Analysis

基于PISA2018中国四省市数据,采用多元线性回归模型和分位数回归模型,分析理解记忆策略、信息概述策略、信息评鉴策略对城乡学生科学素养的影响,探究三种不同类型的阅读元认知策略对学生科学素养影响的城乡差异及对城乡不同能力水平学生科学素养影响的差异。研究结果表明,三种阅读元认知策略指数的增加,都会对学生的科学素养产生积极影响,但理解记忆策略和信息评鉴策略对城市学生科学素养的影响更大,信息概述策略对乡镇学生科学素养的影响更大;三种策略对城乡不同能力水平学生科学素养的影响均存在显著的差异性;理解记忆策略显著缩小了家庭经济社会文化背景对25分位点及50分位点处的乡镇学生科学素养的影响,信息评鉴策略显著缩小了家庭经济社会文化背景对50分位点及70分位点处的城市学生科学素养的影响。

Based on the data of four provinces and cities in China in PISA 2018,the study uses multiple linear regression model and quantile regression model to analyze the impact of understanding and remembering strategies,summarizing strategies and assessing credibility strategies on the scientific literacy between urban and rural students,and explores the urban-rural differences of the impact of three different types of reading metacognitive strategies on students'scientific literacy and the differences of the impact on students'scientific literacy of different ability levels in urban and rural areas.The results show that the increase of reading metacognitive strategy index of three different types will have a positive impact on students'scientific literacy,but understanding and remembering strategies and assessing credibility strategies have a greater impact on urban students'scientific literacy,while the summarizing strategies have a greater impact on rural students'scientific literacy.There are significant differences in the impact of understanding and remembering strategies,summarizing strategies and assessing credibility strategies on the scientific literacy of students with different ability levels in urban and rural areas.Understanding and remembering strategies significantly reduced the impact of family economic,social and cultural background on the scientific literacy of township students at the 25th and 50th percentiles,and assessing credibility strategies significantly reduced the impact of family economic,social and cultural background on the scientific literacy of urban students at the 50th and 70th percentiles.