中学生信息技术使用及其对科学素养的影响——基于PISA数据的中芬比较研究
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摘要
基于PISA最新一轮的测评数据,采用多层线性模型,对我国和芬兰学生的信息技术(ICT)使用差异以及ICT使用对学生科学素养的影响进行了分析。研究发现:(1)两国学生的ICT使用存在较大差异,中国学生在大部分ICT变量的表现上要低于芬兰学生;(2)两国学生在ICT使用上均可区分为不同模式,表现在ICT数量、ICT感知和ICT活动上的不同;(3)两国学生在ICT使用对其科学素养的影响上有共性也有差异。最后,研究从着力培养我国学生的ICT兴趣与ICT自我效能、针对不同模式的学生进行ICT使用方式的指导、合力推动ICT促进学生科学素养的发展三方面,对研究发现以及可能的对策进行了探索,以期更好地发挥信息技术对学生学业的促进作用。
Program for International Student Assessment(PISA) has collected large amounts of data about students' use of ICT, which allows the comparison between different educational systems and inform the development of ICT strategies accordingly. As a leader in all previous PISA tests, Finland is regarded as a representative of high quality education, hence becoming an important reference for international comparative research. Based on the latest data(PISA 2015), this study sets out to identify differences in students' use of ICT between Finland and China and interpret the impact of ICT use on students' scientific literacy. The results show that there are differences in ICT use between the two countries. Chinese students score is lower in most ICT variables than their Finnish counterparts. Furthermore, students in both countries can be classified into different cohorts in terms of ICT use, including ICT access, ICT perceptions,and ICT activities. Finally, when it comes to the impact of ICT use on scientific literacy, both countries share similarities in some aspects but differ in others. Implications from the study are also discussed in relation to improving Chinese middle school students' use of ICT.
Program for International Student Assessment(PISA) has collected large amounts of data about students' use of ICT, which allows the comparison between different educational systems and inform the development of ICT strategies accordingly. As a leader in all previous PISA tests, Finland is regarded as a representative of high quality education, hence becoming an important reference for international comparative research. Based on the latest data(PISA 2015), this study sets out to identify differences in students' use of ICT between Finland and China and interpret the impact of ICT use on students' scientific literacy. The results show that there are differences in ICT use between the two countries. Chinese students score is lower in most ICT variables than their Finnish counterparts. Furthermore, students in both countries can be classified into different cohorts in terms of ICT use, including ICT access, ICT perceptions,and ICT activities. Finally, when it comes to the impact of ICT use on scientific literacy, both countries share similarities in some aspects but differ in others. Implications from the study are also discussed in relation to improving Chinese middle school students' use of ICT.
引文
陈纯槿,顾小清.2017.互联网是否扩大了教育结果不平等--基于PISA上海数据的实证研究[J].北京大学教育评论(1):140-153.
黄正正,郭亚歌.2014.学校因素对学生数学素养成绩影响的跨文化比较--基于PISA2012多水平分析的结果[J].中国考试(10):47-55.
散国伟,余丽芹,梁伟维,黎欢.2018.中学生信息素养的多层影响因素及提升策略研究[J].中国电化教育(8):86-93.
邵志豪,袁孝亭,董姝娜.2012.教育中的平等与质量--从PISA成绩看芬兰的基础教育[J].教育探索(10):51-154.
温福星.2009.阶层线性模型的原理与应用[M].北京:中国轻工业出版社.
吴桂翎,辛涛,张文静.2012.学校教育资源对学生数学素养预测效应的跨文化比较[J].心理科学(2):98-103.
Ammermueller,A.(2007).PISA:What makes the difference?Empirical Economics,(2),263-287.
European Commission.(2013,February 20).Survey of Schools:ICT in education.Retrieved January 1,2018,from http://ec.europa.eu/infor mation_society/newsroom/image/document/2016-20/surveyofschoolsi ctineducation_15585.pdf
Hatlevik,O.E.,Throndsen,I.,Loi,M.,&Gudmundsdottir,G.B.(2018).StudentsICT self-efficacy and computer and information literacy:De?terminantsandrelationships.Computers&Education,118,107-119.
Hidi,S.,Renninger,K.A.(2010).The four-phase model of interest de?velopment.Educational Psychologist,41(2),111-127.
Jacobson,M.,Taylor,C.,&Richards,D.(2016).Computational scientif?ic inquiry with virtual worlds and agent-based models:New ways of doing science to learn science.Interactive Learning Environments,24(8),2080-2108.
Kubiatko,M.,&Vlckova,K.(2010).The relationship between ICT use and science knowledge for Czech students:A secondary analysis of PI?SA 2006.International Journal of Science&Mathematics Education,8(3),523-543.
Lee,S.M.,Brescia,W.,&Kissinger,D.(2009).Computer use and aca?demic development in secondary schools.Computers in the Schools,26(3),224-235.
Lindén,S.,&Lankinen,T.(2010,December 1).National plan for educa?tional use of information and communications technology.Retrieved February 1,2018,from http://www.edu.fi/download/135308_TVT_ope tuskayton_suunnitelma_Eng.pdf
Linn,M.C.,&Eylon,B.S.(2011).Science learning and instruction:Tak?ing advantage of technology to promote knowledge integration.New York:Routledge.
Luu,K.,&Freeman,J.G.(2011).An analysis of the relationship be?tween information and communication technology(ICT)and scientific literacy in Canada and Australia.Computers&Education,56(4),1072-1082.
OECD.(2016a,December 6).PISA 2015 results(volume I):Excellence and equity in education.Retrieved December 20,2017,from http://dx.doi.org/10.1787/9789264266490-en
OECD.(2016b,December 6).PISA 2015 results(volume III):Studentswell-being.Retrieved December 20,2017,from http://dx.doi.org/10.1787/9789264273856-en
Papanastasiou,E.C.,Zembylas,M.,&Vrasidas,C.(2005).An examina?tion of the PISA database to explore the relationship between comput?er use and science achievement.Educational Research&Evaluation,11(6),529-543.
Raudenbush,S.W.,&Bryk,A.S.(2002).Hierarchical linear models:Applications and data analysis methods(2nd ed.).Thousand Oaks:Sage.
Sahlberg,P.(2011).Finnish lessons:What can the world learn from edu?cational change in Finland?New York:Teachers College Press.
Salomon,A.,&Kolikant,Y.B-D.(2016).High-school studentspercep?tions of the effects of non-academic usage of ICT on their academic achievements.Computers in Human Behavior,(64),143-151.
Skryabin,M.,Zhang,J.,Liu,L.,&Zhang,D.(2015).How the ICT devel?opment level and usage influence student achievement in reading,mathematics,and science.Computers&Education,85(C),49-58.
Spiezia,V.(2010).Does computer use increase educational achieve?ments?Student-level evidence from PISA.OECD Journal:Economic Studies,(1),1-24.
T?mte,C.,&Hatlevik,O.E.(2011).Gender-differences in self-effica?cy ICT related to various ICT-user profiles in Finland and Norway:How do self-efficacy,gender and ICT-user profiles relate to findings from PISA 2006.Computers&Education,57(1),1416-1424.
Vekiri,I.(2010).Socioeconomic difference in elementary studentsICTbeliefs and out-of-school experience.Computers&Education,54(4),941-950.
Zhang,D.(2016).How does ICT use influence studentsachievements in math and science over yime?Evidence from PISA 2000 to 2012.EURASIA Journal of Mathematics,Science&Technology Education,12(9),2431-2449.
Zhong,Z.(2011).From access to usage:The divide of self-reported digi?tal skills among adolescents.Computers&Education,56(3),736-746.
黄正正,郭亚歌.2014.学校因素对学生数学素养成绩影响的跨文化比较--基于PISA2012多水平分析的结果[J].中国考试(10):47-55.
散国伟,余丽芹,梁伟维,黎欢.2018.中学生信息素养的多层影响因素及提升策略研究[J].中国电化教育(8):86-93.
邵志豪,袁孝亭,董姝娜.2012.教育中的平等与质量--从PISA成绩看芬兰的基础教育[J].教育探索(10):51-154.
温福星.2009.阶层线性模型的原理与应用[M].北京:中国轻工业出版社.
吴桂翎,辛涛,张文静.2012.学校教育资源对学生数学素养预测效应的跨文化比较[J].心理科学(2):98-103.
Ammermueller,A.(2007).PISA:What makes the difference?Empirical Economics,(2),263-287.
European Commission.(2013,February 20).Survey of Schools:ICT in education.Retrieved January 1,2018,from http://ec.europa.eu/infor mation_society/newsroom/image/document/2016-20/surveyofschoolsi ctineducation_15585.pdf
Hatlevik,O.E.,Throndsen,I.,Loi,M.,&Gudmundsdottir,G.B.(2018).StudentsICT self-efficacy and computer and information literacy:De?terminantsandrelationships.Computers&Education,118,107-119.
Hidi,S.,Renninger,K.A.(2010).The four-phase model of interest de?velopment.Educational Psychologist,41(2),111-127.
Jacobson,M.,Taylor,C.,&Richards,D.(2016).Computational scientif?ic inquiry with virtual worlds and agent-based models:New ways of doing science to learn science.Interactive Learning Environments,24(8),2080-2108.
Kubiatko,M.,&Vlckova,K.(2010).The relationship between ICT use and science knowledge for Czech students:A secondary analysis of PI?SA 2006.International Journal of Science&Mathematics Education,8(3),523-543.
Lee,S.M.,Brescia,W.,&Kissinger,D.(2009).Computer use and aca?demic development in secondary schools.Computers in the Schools,26(3),224-235.
Lindén,S.,&Lankinen,T.(2010,December 1).National plan for educa?tional use of information and communications technology.Retrieved February 1,2018,from http://www.edu.fi/download/135308_TVT_ope tuskayton_suunnitelma_Eng.pdf
Linn,M.C.,&Eylon,B.S.(2011).Science learning and instruction:Tak?ing advantage of technology to promote knowledge integration.New York:Routledge.
Luu,K.,&Freeman,J.G.(2011).An analysis of the relationship be?tween information and communication technology(ICT)and scientific literacy in Canada and Australia.Computers&Education,56(4),1072-1082.
OECD.(2016a,December 6).PISA 2015 results(volume I):Excellence and equity in education.Retrieved December 20,2017,from http://dx.doi.org/10.1787/9789264266490-en
OECD.(2016b,December 6).PISA 2015 results(volume III):Studentswell-being.Retrieved December 20,2017,from http://dx.doi.org/10.1787/9789264273856-en
Papanastasiou,E.C.,Zembylas,M.,&Vrasidas,C.(2005).An examina?tion of the PISA database to explore the relationship between comput?er use and science achievement.Educational Research&Evaluation,11(6),529-543.
Raudenbush,S.W.,&Bryk,A.S.(2002).Hierarchical linear models:Applications and data analysis methods(2nd ed.).Thousand Oaks:Sage.
Sahlberg,P.(2011).Finnish lessons:What can the world learn from edu?cational change in Finland?New York:Teachers College Press.
Salomon,A.,&Kolikant,Y.B-D.(2016).High-school studentspercep?tions of the effects of non-academic usage of ICT on their academic achievements.Computers in Human Behavior,(64),143-151.
Skryabin,M.,Zhang,J.,Liu,L.,&Zhang,D.(2015).How the ICT devel?opment level and usage influence student achievement in reading,mathematics,and science.Computers&Education,85(C),49-58.
Spiezia,V.(2010).Does computer use increase educational achieve?ments?Student-level evidence from PISA.OECD Journal:Economic Studies,(1),1-24.
T?mte,C.,&Hatlevik,O.E.(2011).Gender-differences in self-effica?cy ICT related to various ICT-user profiles in Finland and Norway:How do self-efficacy,gender and ICT-user profiles relate to findings from PISA 2006.Computers&Education,57(1),1416-1424.
Vekiri,I.(2010).Socioeconomic difference in elementary studentsICTbeliefs and out-of-school experience.Computers&Education,54(4),941-950.
Zhang,D.(2016).How does ICT use influence studentsachievements in math and science over yime?Evidence from PISA 2000 to 2012.EURASIA Journal of Mathematics,Science&Technology Education,12(9),2431-2449.
Zhong,Z.(2011).From access to usage:The divide of self-reported digi?tal skills among adolescents.Computers&Education,56(3),736-746.