中职女生的学业表现和非认知能力的多维发展——基于PISA2018数据的实证考察  

Multi-dimensional Development of Academic Performance and Non-cognitive Ability of Female Secondary Vocational School Students——Empirical Study Based on PISA 2018 Data

作　　者：汪卫平 陈含笑 郝天聪[3] WANG Weiping;CHEN Hanxiao;HAO Tiancong

机构地区：[1]杭州师范大学经亨颐教育学院 [2]杭州江晖小学 [3]南京师范大学教育科学学院

出　　处：《职教通讯》2023年第1期72-82,共11页Communication of Vocational Education

基　　金：2020年国家社科基金重点项目“数字时代女性创业的障碍及政策支持机制研究”(项目编号:20ASH012)。

摘　　要：基于“职业教育身份惯习”的概念框架,以PISA2018数据中部分国家的中职女生为研究对象,分析其学业表现、非认知能力等方面的发展影响因素。研究发现,大部分国家和地区的职教女生在学业和非认知能力方面均不如普教女生。关系欺凌是中职女生校园欺凌的主要类型。结合学业和职业准备度的综合分析发现,绝大多数女生依然属于“高学业低职业准备”和“低学业低职业准备”两类群体。其中,学业投入是影响职教女生学业和非认知能力的重要因素。在国内普职分流的背景下,讨论了职业教育与性别的交互以及教育和劳动力市场性别隔离的议题。Based on the conceptual framework of "identity habituation in vocational education", this paper takes female secondary vocational school students from some countries in the PISA 2018 data as the research object,and then examines the development of their academic performance, non-cognitive ability and other aspects and its influencing factors. The study found that the female secondary vocational school students in most countries and regions are inferior to the general education in academic and non-cognitive abilities. Relationship bullying is the main type of bullying in secondary vocational school. According to the comprehensive survey of academic and vocational readiness, the vast majority of female secondary vocational school students still belong to two groups: "high academic and low vocational readiness" and "low academic and low vocational readiness". Among them,academic engagement is an important factor that affects the academic and non-cognitive abilities of female secondary vocational school students. Under the background of the diversion of general vocational education in China, the interaction between vocational education and gender and the gender segregation of education and labor market are discussed.

关 键 词：中职女性 学业表现 非认知能力 职业准备 PISA 

分 类 号：G715[文化科学—职业技术教育学]