华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (2): 38-52.doi: 10.16382/j.cnki.1000-5560.2023.02.004
刘宝存1, 黄秦辉2
出版日期:
2023-02-01
发布日期:
2023-01-18
基金资助:
Baocun Liu1, Qinhui Huang2
Online:
2023-02-01
Published:
2023-01-18
摘要:
本研究基于PISA2018四个高绩效地区的数据,借助多层线性模型探讨了影响学生全球素养的学生和学校因素。研究发现:家庭社会经济地位、多语能力和阅读兴趣对学生全球素养均有不同程度的预测作用;学校平均ESCS对四地学生全球素养具有正向预测作用,多元文化活动和全球化课程对学生全球素养表现的影响并不显著,教师多元文化信念仅对新加坡学生全球素养有负向预测作用;学校平均ESCS、教师多元文化信念分别在学生阅读兴趣与全球素养、家庭社会经济地位和全球素养的关系中发挥着负向和正向调节作用。据此,本研究认为学校应为不同背景学生提供公平的全球素养学习机会、重视学生外语能力的提升、营造重视阅读的校园文化。同时,学校应支持同伴交流和学习,协调好跨文化活动和全球化课程的广度和深度,并为教师提供全球素养专业发展机会,以充分发挥个体和学校在学生全球素养发展过程中的作用。
刘宝存, 黄秦辉. PISA高绩效地区学生的全球素养:个体和学校因素的影响[J]. 华东师范大学学报(教育科学版), 2023, 41(2): 38-52.
Baocun Liu, Qinhui Huang. Global Competence of Students in PISA High-Performing Regions: The Impact of Individual and School Factors[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(2): 38-52.
表 2
各变量的描述统计②"
变量 | 新加坡 | 加拿大 | 中国香港 | 英国 | |||||||
M | SD | M | SD | M | SD | M | SD | ||||
全球素养(GCLM) | 576.88 | 101.20 | 550.28 | 92.70 | 545.04 | 88.98 | 540.17 | 89.09 | |||
性别(GENDER) | 0.51 | 0.50 | 0.48 | 0.50 | 0.49 | 0.50 | 0.47 | 0.50 | |||
移民背景(IMMIG) | 0.23 | 0.42 | 0.26 | 0.44 | 0.39 | 0.49 | 0.07 | 0.26 | |||
家庭社会经济地位(ESCS) | 0.15 | 0.92 | 0.40 | 0.82 | -0.55 | 1.03 | 0.22 | 0.86 | |||
多语能力(NLAN) | 2.26 | 0.67 | 1.87 | 0.82 | 2.80 | 0.83 | 1.47 | 0.68 | |||
阅读兴趣(JOYREAD) | 2.60 | 0.77 | 2.50 | 0.81 | 2.68 | 0.65 | 2.29 | 0.78 | |||
平均家庭社会经济地位(MESCS) | 0.14 | 0.47 | 0.34 | 0.43 | -0.54 | 0.59 | 0.20 | 0.34 | |||
多元文化活动(LOSCH) | 9.30 | 0.98 | 7.88 | 1.77 | 6.75 | 2.42 | 7.40 | 1.68 | |||
全球化课程(CURRI) | 10.37 | 2.78 | 9.76 | 3.28 | 10.02 | 2.86 | 9.68 | 3.45 | |||
教师多元文化信念(SCMCEG) | 3.80 | 0.37 | 3.57 | 0.58 | 3.05 | 0.65 | 3.71 | 0.59 |
表 3
学生模型和全模型的参数估计结果"
效应类型 | 新加坡 | 加拿大 | 中国香港 | 英国 | |||||||
学生模型 | 全模型 | 学生模型 | 全模型 | 学生模型 | 全模型 | 学生模型 | 全模型 | ||||
固定效应 | |||||||||||
截距 | 574.978 | 572.191 | 549.296 | 551.879 | 520.489 | 523.212 | 536.105 | 538.180 | |||
(10.107)*** | (7.753)*** | (3.672)*** | (3.357)*** | (8.970)*** | (7.780)*** | (8.076)*** | (7.437)*** | ||||
学生水平变量 | |||||||||||
GENDER | ?4.658 | ?5.554 | ?10.469 | ?10.067 | ?10.937 | ?10.467 | 0.850 | 0.057 | |||
(2.965) | (3.012) | (3.682)* | (3.599)* | (3.187)*** | (3.228)** | (7.655) | (7.757) | ||||
IMMIG | 2.665 | ?2.066 | ?6.616 | ?6.302 | 11.929 | 12.546 | ?10.757 | ?10.575 | |||
(4.732) | (4.931) | (3.888) | (3.864) | (3.675)** | (3.773)** | (19.060) | (18.571) | ||||
ESCS | 17.345 | 17.547 | 13.454 | 13.485 | 1.319 | 1.702 | 18.632 | 18.700 | |||
(2.047)*** | (2.185)*** | (1.447)*** | (1.448)*** | (2.291) | (2.302) | (5.027)** | (5.022)** | ||||
NLAN2-1 | ?3.103 | ?1.959 | 10.638 | 9.115 | 14.484 | 15.438 | 12.701 | 11.493 | |||
(6.620) | (6.543) | (3.264)** | (3.260)** | (6.208)* | (6.265)* | (6.615) | (6.244) | ||||
NLAN3-1 | ?4.613 | ?3.308 | ?6.275 | ?6.935 | 11.711 | 12.113 | 1.968 | 0.301 | |||
(6.672) | (6.556) | (3.902) | (3.825) | (6.102) | (6.142) | (13.827) | (14.449) | ||||
JOYREAD | 24.231 | 24.035 | 31.426 | 31.479 | 19.783 | 19.631 | 33.332 | 33.306 | |||
(1.774)*** | (1.771)*** | (1.812)*** | (1.810)*** | (1.773)*** | (1.753)*** | (5.291)*** | (5.283)*** | ||||
学校水平变量 | |||||||||||
MESCS | 98.301 | 57.485 | 59.416 | 46.051 | |||||||
(8.130)*** | (7.322)*** | (7.957)*** | (15.521)** | ||||||||
LOSCH | 7.206 | 3.412 | 1.735 | 6.620 | |||||||
(6.923) | (3.216) | (5.202) | (5.327) | ||||||||
CURRI | 7.301 | ?0.718 | ?4.928 | ?7.032 | |||||||
(5.143) | (2.572) | (4.728) | (6.662) | ||||||||
SCMCEG | ?8.226 | 1.476 | ?3.928 | 3.251 | |||||||
(3.550)* | (2.634) | (4.249) | (3.295) | ||||||||
随机效应 | |||||||||||
学校间变异 | 4926.037 | 1994.972 | 1647.786 | 982.826 | 4111.229 | 2413.220 | 646.921 | 477.149 | |||
(70.186)*** | (44.665)*** | (40.593)*** | (31.350)*** | (64.119)*** | (49.125)*** | (25.435)*** | (21.844)*** | ||||
学校内变异 | 6556.636 | 6553.798 | 6912.635 | 6916.921 | 5966.006 | 5971.571 | 7561.296 | 7591.464 | |||
(80.973) | (80.956) | (83.142) | (83.168) | (77.240) | (77.276) | (86.956) | (87.129) |
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