评估关键能力 培育生活智慧——OECD／PISA问题解决能力之构想、设计与评估

培养学生的问题解决能力是学校教育的重点内容。“国际学生评价项目”在2003年增加了对学生问题解决能力的测评。该评估项目旨在考察学生综合运用学科领域的知识,识别问题关键特征及其内在关系,能够明确界定问题,合理表征问题和有效解决问题,并能够对问题解决方案进行真实性评估、判断与交流。     

参考文献新国标若干重要概念的理解和著录方法

对GB/T 7714-2015《信息与文献参考文献著录规则》执行中的疑难问题进行探讨,讨论了“任选”项的理解和著录,分析了外国著者姓名、主要责任者、责任者“国籍”或“朝代”等著录中的技术性问题,梳理了常见误区,提出了符合标准的著录方法.     

Measuring ICT Use and Learning Outcomes: evidence from recent econometric studies

Based on PISA 2009 data, this article studies the relationship between students’ computer use and their achievement in reading, mathematics and science in 23 countries. After having categorised computer use into a set of different activities according to the skills they involve, we correlate students’ PISA test-scores with an index capturing the intensity of use for each of these activities and with the total number of activities they perform. Overall, we find that students’ PISA test scores in reading, mathematics and science increase with the intensity of computer use for Gaming activities while they decrease with the intensity of computer use for activities that are more related with school curricula (i.e. Communication and Collaboration activities; Technical Operations/Info Retrieval activities; Creation of Content and Knowledge Problem Solving activities). However, the number of activities (and hence the diversification of activities), irrespective of the intensity of computer use, is positively correlated with students’ proficiency in all three PISA domains in the vast majority of countries, indicating that computers breadth of use, as opposed to intensity of use in a given activity, has some positive effect on students’ PISA test scores.     

A Regression Model With a New Tool： IDB Analyzer for Identifying Factors Predicting Mathematics Performance Using PISA 2012 Indices

There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment （PISA）. Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement （lEA） International Database （IDB） Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students＇ beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success.     

天津学生数学学习的性别差异——来自PISA的结果

数学学习的性别差异一直是人们关心的问题。PISA 2012测评结果显示,虽然天津男生与女生数学学习成绩不存在差异,但男女生数学学习的驱动力、动机和自我信念还是有明显差异。与男生相比,女生学习的坚持性、问题解决的开发性、对自身解决数学问题能力的自信更差,而数学焦虑更强,更倾向于将数学学习失败的责任归咎于自身以外的因素。     

Language Development of Children in Two Types of Rural Environments

The aim of this study was to examine the role of motivational beliefs in mediating the relationship among perceived teacher support, learning strategy use, and student achievement. The author analyzed the Programme for International Student Assessment mathematics scores and questionnaire responses of 4,855 15-year-old students in Turkey via multilevel analysis. Results indicated that perceived teacher support was positively related to learning strategy use in mathematics and that this relation was mediated through math self-efficacy, anxiety, intrinsic value, and instrumental value. Math self-efficacy and anxiety were, in turn, correlated with Programme for International Student Assessment mathematics achievement. In addition, the author found between-school SES differences to be strong predictors of math self-efficacy, anxiety, and achievement. Findings and directions for future research are discussed.     

Does Performance in Digital Reading Relate to Computer Game Playing? A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys' better performance in digital reading was explained by the computer game-playing factor.     

PISA非连续性文本阅读题对中高考同类试题设计的启示

中高考语文试卷中的“图文组合材料”题是常见的非连续性文本阅读题,这类试题的命题思路和命题技术已相对成熟,但也存在明显不足。本文以PISA阅读测试和中高考卷中的非连续性文本阅读题为例,剖析其异同,探讨PISA试题对中高考非连续性文本阅读题设计的启示。     

How the ICT Development Level Influences Students’ Digital Reading Literacy: A Multi-level Model Comparison Based on PISA 2018 Data

The purpose of this study is to systematically showcase and evaluate how students’, schools’, and countries’ Information and Communication Technology (ICT) development levels influence students’ digital reading literacy by using the data of the Program for International Student Assessment (PISA) 2018 and the multi-level model approach. It is found that the ICT development at each level has a significant positive effect on students’ digital reading literacy, and there is a significant interactive moderating effect between different levels. The gap in ICT development levels between the countries participating in the Belt and Road Initiative (BRI) and developed economies has a “Matthew effect” in widening the digital reading literacy gap in the short term, but in the long run, the faster growth of the countries participating in BRI in ICT development levels will narrow the gap and alleviate the effect. China should make use of its advantages in ICT development to engage in global education governance, facilitate the co-development in both the ICT development level and the digital reading literacy for the countries participating in BRI, and contribute to the development of global education by opening up a new way of development.     

Heterogeneity Analysis on the Influence of the Supply of Teachers on the Academic Performance of 15-Year-Old Students: Based on PISA 2018 Samples from Four Provinces and Municipalities in China

The quantitative and qualitative supply of teachers has a significant influence on student academic performance. Based on the samples collected from four provinces and municipalities in China for the Program for International Student Assessment (PISA) 2018, this study analyzes the effects of the supply of teachers on the academic performance of 15-year-old students through a hierarchical linear model (HLM) as well as a quantile regression model. The study has found that the shortage of teachers and the proportion of teachers with a master’s degree significantly affect student academic performance, and the supply of teachers with higher degrees has a decreasing marginal benefit on student academic performance; its best marginal benefit on student academic performance is achieved when the proportion of teachers with a master’s degree reaches about 75%. For students in different academic performance subgroups, the marginal benefit of an increase in the proportion of teachers with a master’s degree in schools is higher for “top students” than for “students with learning difficulties.” In terms of the difference between urban and rural areas, the shortage of teachers in rural schools is more prominent than that in urban schools, and teachers with higher degrees tend to cluster in core cities. The marginal benefit of an increase in the proportion of teachers with a master’s degree is higher for improving student academic performance in rural areas. Therefore, it is recommended to design a policy of differentiated compensatory earnings for rural teachers, and efforts should be enhanced to promote programs for supporting high-quality teachers. In addition, the allocation of teachers should follow the principle of “differentiated equity,” and more differentiated teaching strategies should be adopted for students with different academic abilities.