排序方式： 共有359条查询结果，搜索用时 343 毫秒
1.
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。 相似文献
2.
Shuichi Ninomiya 《Assessment in Education: Principles, Policy & Practice》2019,26(1):91-110
PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for ‘PISA-style literacy’. Supported by theoretical foundations, particularly with regard to the concept of ‘PISA literacy’ and ‘authentic assessment’, these reforms have accomplished progress in the focus on higher order competencies, such as application and the development of new assessment strategies. However, more recently, various critical discussions of ‘PISA literacy’ are underway in the Japanese academy. They interrogate it more critically and reveal the narrow emphasis on functional application and technical operation. Current assessment practices, which tend to fall into ‘criteria compliance’, are in urgent need of review. There is a need to extend the critical discussions in progress to the new assessment strategies. This paper responds to this, by considering the Japanese acceptance of ‘PISA literacy’ and its assessment, discussing the features and limitations. 相似文献
3.
Barbara W. LeRoy Preethy Samuel Marcella Deluca Peter Evans 《Assessment in Education: Principles, Policy & Practice》2019,26(4):386-396
AbstractSince 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given. 相似文献
4.
Eliane Rubinstein-Avila 《Clearing house (Menasha, Wis.)》2016,89(3):79-84
Massive population shift is a current global reality – especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as “receiving” nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders. 相似文献
5.
问题解决内涵的重构——来自PISA的启示 总被引：1，自引：0，他引：1
国内关于问题解决的探讨有很多,但并没有达成普遍共识。PISA2003的一大亮点就是第一次对15岁学生在问题解决项目中的表现做了深度考察,并对问题解决的内涵做了明确界定,有很强的可操作性,值得我们借鉴。 相似文献
6.
PISA阅读概念与能力等级划分对我国普通高考阅读命题的启发 总被引：1，自引：0，他引：1
鲍道宏 《天津师范大学学报(基础教育版)》2011,12(1):69-72
PISA考试与我国普通高等院校招生考试虽然在性质上具有明显区别,在对象上也不尽相同,但由于两类考试都以检测学生＂是否具有持续终身的学习能力＂为基本追求,相关性非常明显。PISA考试在阅读能力检测方面,对阅读素养界定、阅读能力等级划分等都对建构符合中小学素质教育要求的我国普通高考语文阅读能力检测的理论与实践具有重要的借鉴意义。 相似文献
7.
Alain Michel 《European Journal of Education》2017,52(2):206-216
The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts. 相似文献
8.
Haiying Long 《Educational Research and Evaluation》2016,22(5-6):283-304
This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents’ mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China participated in the study and were assessed by using the items adapted from the Programme for International Student Assessment (PISA). Results from structural equation modelling indicated that 2 components of SES – home educational resources and parental education – positively predicted parental expectations; however, the 3rd component – family wealth – negatively predicted parental expectations. Family wealth, parental education, and parental expectations significantly predicted mathematics achievement, and home educational resources, parental education, and parental expectations significantly predicted problem-solving achievement. The 3 components of SES also had significant indirect effects on both mathematics and problem-solving achievement through parental expectations, and the effect of family wealth was a suppression effect. These results were further discussed from Chinese cultural contexts. 相似文献
9.
Data from a large study (PISA, 2015) involving more than 132,000 children and 22,000 of their teachers, in 16 nations, were used to investigate how teachers convey self-efficacy to students when they teach and whether this is culturally grounded. Using a multilevel data analysis framework, we aimed to: (1) test a path linking teacher and student self-efficacy; (2) examine teaching practices as mediators of the links between teachers and student self-efficacy; (3) evaluate the moderating roles of cultural values on those links. Results indicated that teacher and student self-efficacy were linked indirectly through the use of teaching practices, more strongly through inquiry-based practices. We found cross-cultural differences on the associations between student-perceived teaching practices and student self-efficacy that were moderated by two country-level cultural values: individualism and uncertainty avoidance. This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations. 相似文献