处境不利与处境良好学生阅读表现的影响因素分析——基于Shapley值的分解  

Analysis of Influencing Factors on Reading Performance of Disadvantaged and Well-off Students--Based on the decomposition of Shapley value

作　　者：洪赛宇 何孟姐[1] HONG Sai-yu;HEMeng-jie(Fujian Provincial Teaching Research Section for General Education,Fuzhou350003,China)

机构地区：[1]福建省普通教育教学研究室,福建福州350003

出　　处：《福建教育学院学报》2025年第1期64-69,F0003,共7页Journal of Fujian Institute of Education

基　　金：福建省教育科学“十四五”规划2023年度课题“数字时代中小学生阅读素养提升路径研究”(课题编号:FJJKZX23-187)。

摘　　要：基于2021年某省中小学生阅读状况调查,利用多元线性回归方法和Shapley值分解探讨了八年级学生家庭因素、学校因素、学生自我教育期望和课外阅读时间对阅读表现的影响。研究发现:自我教育期望是影响学生阅读表现的第一大因素,是处境不利学生弥合学业差距的重要动力;营造良好的家庭阅读氛围有利于改善学生阅读表现,并且处境不利学生可能获益更多;保证每天一定量的课外阅读时间对学生阅读表现有积极的影响,并且对处境不利学生影响更大;学生阅读成绩存在显著的城乡差异,处境不利学生可能面临潜在的外部压力。This study,based on the 2021 survey of primary and secondary school students'reading conditions in a certain province,explores the impact of family factors,school factors,students'self-educational expectations,and extracurricular reading time on the reading performance of eighth-grade students using multiple linear regression and Shapley value decomposition.The findings indicate that selfeducational expectations are the most significant factor affecting students'reading performance and serve as an important motivator for disadvantaged students to bridge academic gaps.Creating a favorable family reading environment is beneficial for improving students'reading performance,with disadvantaged students potentially gaining more.Ensuring a certain amount of daily extracurricular reading time has a positive impact on students'reading performance,particularly for disadvantaged students.There is a significant urban-rural difference in students'reading achievements,and disadvantaged students may face potential"external"pressures.

关 键 词：处境不利学生 阅读素养 多元线性回归 SHAPLEY值 

分 类 号：G420[文化科学—课程与教学论]