阅读元认知策略对学生数学成绩的影响--基于PISA2018数据分析  

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

作　　者：夏林丽 杨龙仙 颜宝平 XIA Linli;YANG Longxian;YAN Baoping(Tongren University,Guizhou 554300,China)

机构地区：[1]铜仁学院大数据学院,贵州铜仁554300

出　　处：《中国考试》2022年第1期76-85,共10页journal of China Examinations

基　　金：教育部人文社会科学研究2020年度青年基金项目“STEM课程中计算思维能力多元评估模型及应用策略研究”(20YJC880030)。

摘　　要：研究阅读元认知策略对学生数学成绩的影响具有一定的价值和意义。基于PISA2018测试数据,从理解与记忆策略、信息概述策略、信息评鉴策略3个维度,利用多元线性回归模型和分位数回归模型,分析阅读元认知策略对学生数学成绩的影响。研究发现:理解与记忆策略、信息概述策略、信息评鉴策略对学生数学成绩均存在显著的正向影响,其中信息评鉴策略对学生数学成绩的影响最大;理解与记忆策略、信息概述策略、信息评鉴策略对不同能力水平学生数学成绩的影响存在显著的差异性;信息评鉴策略显著扩大了家庭经济社会文化背景对25%分位点及75%分位点处的学生数学成绩的影响。It is of certain value and significance to study the influence of reading metacognitive strategies on students’mathematics achievement.Based on the test data of PISA 2018,this study used multiple linear regression model and quantile regression model to analyze the impact of metacognitive strategies on students’mathematics achievement from the three dimensions of understanding and remembering strategies,summarizing strategies and assess credibility strategies.The findings indicate that:understanding and remembering strategies,summarizing strategies and assess credibility strategies all have positive effects on students’mathematics achievement.Among them,assess credibility strategies has the greatest positive effect on students’mathematics achievement.Understanding and remembering strategies,summarizing strategies and assess credibility strategies have significant different effects on different levels students’mathematics achievement.Assess credibility strategies can significantly expand the impact of family socioeconomic and cultural background on students’math performance at 25%and 75%quantiles.

关 键 词：阅读元认知策略 数学成绩 PISA2018 阅读素养 

分 类 号：G405[文化科学—教育学原理]