PISA高绩效地区学生的全球素养：个体和学校因素的影响

doi:10.16382/j.cnki.1000-5560.2023.02.004

摘要/Abstract

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。

关键词: PISA, 全球素养, 影响因素, 多层线性模型

Abstract:

Based on data from four high-performing regions in PISA2018, this study explores student and school factors that affect students’ global competence with the help of hierarchical linear models. The study found that: family socioeconomic status, multilingual capability and reading interest have different degrees of predictive effect on students’ global competence; school mean ESCS has a positive predictive effect on students’ global competence in four places, while multicultural learning opportunities and globalization curriculum have no significant effect on students’ global competence. Teachers’ multicultural beliefs only had a predictive effect on Singaporean students’ global competence; school mean ESCS and teachers’ multicultural beliefs could moderate the relationship between students’ reading interest, family socioeconomic status and global competence, respectively. To promote students’ global competence, schools should provide students of different backgrounds with fair opportunities for learning about global competence, improve students’ foreign language skills, and create a campus culture that values ??reading. At the same time, schools should support peer communication and learning activities, coordinate the breadth and depth of multicultural activities and globalization curriculum, and provide teachers with opportunities for professional development of global competence teaching, so as to give full play to the role of individuals and schools in the development of students’ global competence.

Key words: PISA, global competence, influencing factors, hierarchical linear models

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.

图/表 5

图 1

表 1

表 2

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
效应类型	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)

表 3

表 4

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	新加坡	加拿大	中国香港	英国
学校水平的方差	3422.210	1647.444	2964.233	1076.616
学生水平的方差	7649.131	8659.631	6520.874	9776.554
ICC	0.309	0.160	0.313	0.099

变量	新加坡		加拿大		中国香港		英国
变量	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

地区	新加坡	加拿大	中国香港	英国
组间方差	2170.703	1004.707	2319.192	453.045
组内方差	6546.755	6911.184	5969.103	7567.148
解释率(组间)	43.70%	41.79%	23.43%	38.84%
解释率(组内)	15.52%	18.93%	9.54%	21.50%

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