华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2018, Vol. 36 ›› Issue (5): 71-82+167+168.doi: 10.16382/j.cnki.1000-5560.2018.05.007

• 专题：义务教育学制研究 • 上一篇    下一篇

义务教育年限延长与基础教育发展——基于PISA 2015数据的实证研究

陈纯槿, 顾小清   

  1. 华东师范大学教育学部, 上海 200062
  • 出版日期:2018-09-20 发布日期:2018-09-14
  • 基金资助:
    全国教育科学规划国家青年课题"转型改革背景下的教育投资收益与风险评估研究"（CFA140139）。

Extended Compulsory Education and Reforms in Basic Education: Evidence from PISA 2015 Survey

CHEN Chunjin, GU Xiaoqing   

  1. Faculty of Education, East China Normal University, Shanghai 200062, China
  • Online:2018-09-20 Published:2018-09-14

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摘要： 义务教育年限是衡量国家与地区义务教育发展水平的关键指标之一，各国对义务教育年限的规定有较大的差异性。基于国际学生评估项目（PISA）2015年测试数据的分析发现，义务教育年限为12年对学生科学、数学及阅读素养成绩有最大的正向效应，义务教育的年限是造成学生素养成绩差异的重要因素。义务教育年限为9年的国家在儿童入学年龄上较晚，入学年龄为6岁对学生科学、数学及阅读素养成绩的正向效应最显著，城市学生和女生素养成绩受入学年龄的影响更大。义务教育年限为9年的国家在生均经费支出上低于国际平均水平，而对于生均经费低于5万美元的国家来说，生均经费支出对学生科学、数学及阅读素养成绩有极其显著的正向影响。

关键词: 义务教育年限, 基础教育, PISA, 学生素养

Abstract: Drawing on the test data from Programme for International Student Assessment (PISA) in 2015, this paper attempts to examine the impact of extended compulsory education on the development of basic education from an international perspective. Duration of compulsory education is one of the key indicators to measure the development level of compulsory education. Compared with the age of enrollment, the stipulations of the years of compulsory education are quite different. Based on the analysis of survey data, it is found that extending compulsory education to 12 years had the greatest positive effect on students' science, mathematics and reading literacy scores, while admission age at 6 had significant and positive effect on students' literacy. Among the countries and economies whose cumulative expenditure per student is under USD 50,000, higher spending on education is significantly associated with higher student achievement.

Key words: compulsory education, basic education, PISA, student literacy