学生学业成就的城乡差距及其影响因素——基于PISA2015数据的分析  

The Rural-urban Gap in Students’Academic Achievement in China and Its Origins:Evidence from PISA 2015

作　　者：滕媛[1] 张建 Yuan Teng;Jian Zhang(Faculty of Education,Central China Normal University,Wuhan 430079;School of Education,Huazhong University of Science and Technology,Wuhan 430074)

机构地区：[1]华中师范大学教育学院,武汉430079 [2]华中科技大学教育科学研究院,武汉430074

出　　处：《教育与经济》2021年第2期58-67,共10页Education & Economy

基　　金：国家社会科学基金青年项目“低收入家庭子女共享优质公共教育资源的精准治理机制构建研究”(19CGL064)。

摘　　要：学生学业成就的城乡差距是当前我国推进城乡教育一体化所面临的重大难题。基于我国四省市PISA 2015的数据,运用Oaxaca-Blinder分解法,呈现了学生学业成就的城乡差距,并对影响学生学业成就城乡差距的深层原因进行探讨。结果表明,学生及学校的数学、阅读和科学素养成就存在着显著的城乡差异;城市学校的师资短缺程度、学校治理水平、教师专业发展活动类型及数量均显著优于农村学校。教育投入-过程-结果的分析表明,家庭教育投入和学校教育过程的差异解释了三分之一的学生学业成就的城乡差距,解释了80%校间学业成就的城乡差距。城乡学生家庭社会经济文化地位差异和城乡学校治理水平差异是影响学生学业成就城乡差距的重要因素。为缩小当下学生学业成就的城乡差距,建议教育政策制定者由关注农村教育硬件资源投入转为关注农村学校教育过程改进;农村学校在管理过程中为教师实质性参与提供多元渠道;农村学校与社区应为家长参与其子女学习提供指导和建议。The rural-urban gap in students’academic achievement is one major problem for achieving rural-urban integrated educational development.This study examines the rural-urban disparity in academic achievement in China and explains this disparity by utilizing the Oaxaca-Blinder decomposition method.Drawing on the PISA 2015 dataset for China B-S-J-G,the study finds remarkable rural-urban gaps in student mathematics,reading and science achievement,in school’s human resources(rather than physical resources),in school governance and in teacher professional learning.Input-process-output analysis indicates that the characteristics of input and school processes can explain about one third of rural-urban differences in mathematics,reading and science achievement at the student level,while comprising around 80%of rural-urban performance gaps at the school level.Different family economic,cultural and social status(ESCS)largely account for rural-urban disparities in educational achievement at both student and school levels.The rural-urban gap in school governance,especially teacher participation,aggravates rural-urban disparities in students’and schools’academic achievement.To narrow the rural-urban gap in students’academic achievement,it is suggested that policy makers should transfer the focus from physical resources to rural school process when working on rural school improvement educational;a decentralized management in rural school is required;rural school and community should provide guidance for rural parents to help them better participate in children’s study.

关 键 词：城乡差距 学业成就 OAXACA-BLINDER分解 教师参与 PISA 

分 类 号：F08[经济管理—政治经济学] G40-054[文化科学—教育学原理]