学校教育资源对科学素养成绩影响的跨文化比较——以中国香港、日本、芬兰和美国学生PISA成绩为例  

Effects of School Educational Resources on the Achievement of Science Literacy:A Cross-Culture Comparison

作　　者：李斌[1,2] 张文静[1] 辛涛[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]教育部基础教育课程教材发展中心,北京100816

出　　处：《湖南师范大学社会科学学报》2010年第6期91-96,共6页Journal of Social Science of Hunan Normal University

摘　　要：基于国际学生评价项目PISA 2006的数据,采用多水平线性模型,比较了中国香港、日本、芬兰和美国这四个国家(地区)的学校教育资源与学生科学素养成绩的关系。结果发现,学校教育资源中的客观特征变量在不同的国家(地区)有不同的影响,而学校教育投入变量对学生成绩基本没有影响,这一结果在四个国家(地区)基本一致。最后,探讨这一结果对我国科学教育的启示和意义。Based on the Program for International Student Assessment 2006 data,the effects of school educational resources on the science literacy achievement of Hong Kong China,Japan,Finland and the United States were compared.The hierarchical linear model was employed to analyze the data.The findings indicated that among the school educational resources,the schools＇objective characteristics variables had different effects on different countries/regions.The easily-manipulated educational resources variables basically had no effect on the science literacy achievement.And this was consistent across different countries/regions.Finally,we discussed the meaning of the results for the science education in China.

关 键 词：PISA2006 科学素养 学校教育资源 跨文化比较 

分 类 号：G40-05[文化科学—教育学原理]