Psychological Science ›› 2012, Vol. 35 ›› Issue (2): 352-357.

Previous Articles     Next Articles

A Cross-Cultural Comparison about the Predictive Effectiveness of School Educational Resources on the Students’ Mathematical Literacy

  

  • Received:2010-11-09 Revised:2011-05-13 Online:2012-03-20 Published:2012-03-20

学校教育资源对学生数学素养预测效应的跨文化比较

吴桂翎1,辛涛2,张文静3,3   

  1. 1. 安徽省池州学院
    2. 北京师范大学
    3.
  • 通讯作者: 辛涛
  • 基金资助:
    全国教育科学"十一五"规划2009年度教育部重点课题"学校教育投入对学生高考成绩的影响:一个增值性分析"

Abstract: The relationship between school educational resources and students’ literacy has long been focused in educational and psychological research. With restrictions of statistical analysis techniques, most of the studies overlooked the hierarchical characteristics of data and thus conclusions obtained from different levels of data analysis varied. Besides, previous researches were mainly concentrated on certain nations or regions, lacking of an international comparative perspective. The program for international student assessment (PISA) with national representative samples, strict evaluation standards and comparable observed variables provides highly reliable data. Based on the PISA 2006 data, the present study investigated the effect of school educational resources on the mathematical literacy from a perspective of international comparison. The result of this research can offer some valuable implications including establishing educational quality evaluation system and paying close attention to the validity of educational investment for our country. This research focused on data of Hong Kong–China, Japan, Finland and the United States from PISA 2006 database. The school educational resources consist of 11 variables, i.e. school size, class size and school type, the index of availability of computers, the overall ratio of computers available for instruction to school size, the proportion of computers connected to the internet, the student-teacher ratio, the proportion of fully certified teachers, the proportion of teachers with an International Standard Classification of Education( ISCED) 5A qualification, the index on teacher shortage, the quality of school’s educational resources. The hierarchical linear model realized by SAS 9.0 was employed to analyze the data. The results indicated that mathematical literacy scores of students in Finland, Hong Kong and Japan are higher than the average of OECD countries (498), while that of American is the lowest in four countries (regions) and also lower than the OECD average. School size, student-teacher ratio had demonstrated significantly positive effects on the students’ mathematical literacy in Hong Kong–China: literacy score will improve by 12.59 points with each additional unit of student-teacher ratio. In Japan, school size, class size, school type and the proportion of teachers with ISCED 5A had significantly positive effects on mathematical literacy, while the ratio of computers available for instructi

Key words: school educational resources, mathematical literacy, cross-cultural comparison, PISA

摘要: 采用国际学生评价项目PISA2006的数据,使用多水平线性模型方法,比较中国香港、日本、芬兰和美国四个国家(地区)的学校教育资源与学生数学素养成绩的关系。结果发现,在控制学生背景变量的情况下,学校教育资源对学生数学素养成绩的影响在四个国家(地区)之间存在一定的文化差异:学校大小、生师比对中国香港学生数学素养成绩有显著的正向预测作用;学校大小、班级大小、学校类型、有硕士研究生学历的教师比例对日本学生数学素养成绩有显著的正向预测作用,用于教学的计算机比例对日本学生数学素养成绩有显著的反向预测作用;学校教育资源对芬兰学生数学素养成绩没有显著的预测作用;学校类型对美国学生数学素养成绩具有显著的反向预测作用。

关键词: 学校教育资源, 数学素养, 跨文化比较, PISA

CLC Number: