中国四省市与新加坡学生科学素养表现之比较——基于PISA2015数据的分析

摘要/Abstract

摘要： PISA2015科学素养测试结果于2016年底正式公布后,受到社会各界的广泛关注。研究者从OECD在线公布的数据库中选取中国四省市与新加坡的有关数据,对两个经济体15岁在校生的科学素养表现进行比较分析,并通过多水平分析探讨影响学生科学素养的关键因素。结果发现:中国四省市学生在科学素养测试总量表及各分量表上的成绩均非常显著地低于新加坡学生,分差在32.82~43.29之间,效应量达到中等强度;中国四省市学生在工具性动机上得分非常显著地高于新加坡学生,但在科学乐趣与科学自我效能得分上非常显著地低于新加坡学生;在影响因素方面,家庭经济、社会和文化地位、科学乐趣、科学课纪律氛围、教师中科学教师的比例等因素对两个经济体的学生成绩具有显著正向预测效应,但考试焦虑、工具性动机、教师探究式教学等因素表现出显著的负向预测效应。中国四省市要有意识地借鉴新加坡教育经验,改革与完善科学教育,具体建议有:(1)进一步推动课程与教学改革,重视探究式教学与学生批判性思维的培养;(2)加强学校人力资源管理,提高教师专业水平;(3)关注学生非认知表现,激发学生科学学习的内部动机。

关键词: PISA, 科学素养, 科学教育, 核心素养, 多水平分析

Abstract: PISA2015 results attracted a wide attention from the whole society. PISA2015 data for B-S-J-G(China)and Singapore were accessed from OECD online database to compare 15-year-old students' science literacy performance. Hierarchical Linear Modeling was employed to explore the key factors that influence students' science literacy performance in two respective economies. Results demonstrate that B-S-J-G(China)students' test scores on the overall scale of science literacy test and on all the subscales of science literacy test are significantly lower than that of Singapore students, with a score gap ranging from 32.82 to 43.29 and a moderate effect size. Students from B-S-J-G(China) also significantly show a stronger instrumental motivation, but less enjoyment of science and less science self-efficacy than Singapore students. The factors such as students' ESCS, enjoyment of science, disciplinary climate in science class, and the ratio of science teachers to all school teachers significantly predicted students' science literacy performance positively, while students' test anxiety, instrumental motivation, and student-perceived enquiry-based instruction had significant negative impacts on students' science literacy performance. In order to continuously reform science education and improve its quality, B-S-J-G(China) should conscientiously learn from the educational experience in Singapore. These measures include emphasizing inquiry teaching and the cultivation of critical thinking ability, strengthening the management of human resources in schools to improve teachers' professionalism, and paying attention to students' non-cognitive performance so as to stimulate their internal motivation.

Key words: PISA, science literacy, science education, key literacy, hierarchical linear regression

中图分类号:

赵德成,黄亮. 中国四省市与新加坡学生科学素养表现之比较——基于PISA2015数据的分析[J]. 北京师范大学学报(社会科学版), 2018, 0(2): 23-31.

ZHAO De-cheng,HUANG Liang. B-S-J-G(China) and Singapore Students' Science Literacy and Its Influencing Factors: An analysis on PISA2015 data[J]. Journal of Beijing Normal University(Social Sciences), 2018, 0(2): 23-31.

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