男女生数学水平差异及影响因素——对PISA数据的社会性别分析  

Gender Differences in Mathematics Literacy and Its Factors in PISA:A Cultural and Gender Analysis of PISA

作　　者：马晗瑞 MA Hanrui

机构地区：[1]不详

出　　处：《中华女子学院学报》2023年第6期99-107,共9页Journal of China Women＇s University

摘　　要：基于2012年和2018年国际学生测评PISA数据,对男女生数学学习中的性别差异进行研究,发现尽管PISA2018的众多国家数据呈现出男生在平均数学水平上高于女生的情况,但是以冰岛、芬兰和挪威为代表的北欧国家的性别差异却很小,甚至在2012年、2015年连续呈现出女生的平均数学水平显著高于男生的状况。更深入的分析显示,学生自我效能感可以正向预测其数学水平,学生的认知激活策略反向预测其数学水平。性别平等的柔性社会文化倾向与个性化指导的教育理念及实践能够提升女生数学学习的自我效能感,降低女生的数学认知激活,进而在一定程度上缩小数学学习的性别差异。Based on an analysis of data from 2018 and 2012 PISA,this study has found that although the data from many countries of PISA2018 showed that boys are higher than girls in average mathematics literacy,the gender difference in the Nordic countries represented by Iceland and Finland is very small,and even in 2012 and 2015,girls'average mathematics literacy is significantly higher than that of boys.The study has found that students'self-efficacy can positively predict their mathematical literacy,and students'cognitive activation negatively predicts their mathematical literacy.The study suggests that the feminine social cultural tendency of gender equality and the practice of personalized guidance can improve girls'mathematical self-efficacy,reduce their mathematics cognitive activation,and hence,reduce the gender differences in mathematics learning.

关 键 词：PISA 数学学习 性别差异 

分 类 号：G776[文化科学—教育学]