网络出版日期: 2023-01-18
基金资助
2019年度教育部哲学社会科学研究重大课题攻关项目 “‘一带一路’国家与区域教育体系研究”（19JZD052）
Global Competence of Students in PISA High-Performing Regions: The Impact of Individual and School Factors
Online published: 2023-01-18
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 . DOI: 10.16382/j.cnki.1000-5560.2023.02.004
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
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中国人文社会科学核心期刊