义务教育质量:人口学变量及其影响
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摘要
通过对学生性别、年级、是否独生子女、是否留守、父亲学历、母亲学历、是否住校、学校类型等人口学变量进行考察,并采用基于贝叶斯因子的模型选择分析方法进行分析表明,义务教育质量的最优模型因素包括性别、学校类型、是否独生子女、父亲学历和母亲学历,重要性由重到轻依次为性别、父亲学历、学校类型、母亲学历、是否独生子女。提升义务教育质量,要关注性别,在因材施教基础上",因性施教","因性评学";关注家庭,提高家长素养,关注家长教育,改善家庭教育环境;关注高校,既注重在城乡教育一体化中补齐短板,也注重城乡学校之间的优势互补。
By examining such demographic variables as the gender and grade of students,whether they are only children and whether they are left behind,the academic background of their father and mother,whether they live in school, and what type of schools they are studying in,an analysis was made with the Bayes Factor-based model selection approach,and the results show that the optimal model factors for the quality of compulsory education include gender, school type,only children,academic background of the father and mother,with the order of their importance being gender,father's education,school type,mother's education,and only children. To improve the quality of compulsory education,it is necessary to focus on the gender,and to "teach in accordance with the gender"and to"evaluate in accordance with the gender"on the basis of teaching in accordance with the ability,to focus on the families to improve the quality of parents,and pay attention to the education of parents to improve the environment of family education, and to focus on the universities to pay equal attention to the correction of drawbacks in the integration of urban and rural areas and the complementation of advantages of urban and rural schools.
By examining such demographic variables as the gender and grade of students,whether they are only children and whether they are left behind,the academic background of their father and mother,whether they live in school, and what type of schools they are studying in,an analysis was made with the Bayes Factor-based model selection approach,and the results show that the optimal model factors for the quality of compulsory education include gender, school type,only children,academic background of the father and mother,with the order of their importance being gender,father's education,school type,mother's education,and only children. To improve the quality of compulsory education,it is necessary to focus on the gender,and to "teach in accordance with the gender"and to"evaluate in accordance with the gender"on the basis of teaching in accordance with the ability,to focus on the families to improve the quality of parents,and pay attention to the education of parents to improve the environment of family education, and to focus on the universities to pay equal attention to the correction of drawbacks in the integration of urban and rural areas and the complementation of advantages of urban and rural schools.
引文
[1]袁振国.教育质量的国家观念[J].中国教育学刊,2016,(9):27-30.
[2]许丽艳.义务教育质量的提升——中国教育学会中青年理论工作者分会第十八届学术年会观点综述[J].中小学管理,2010,(3):23-26.
[3]袁媛.义务教育质量由谁评价:现实与可能[J].现代教育与管理,2012,(12):61-64.
[4]Zoltan Dienes.Using Bayes to Get the Most Out of Non-significant Results[J].Frontiers in Psychology,2014,(5):1-17.
[5]Wetzels R,Matzke D,Lee M D,Rouder J N,Iverson G J,Wagenmakers E J.Statistical Evidence in Experimental Psychology:An Empirical Comparison Using 855 t Tests[J].Perspectives on Psychological Science,2011,(6):291-298.
[6]Jeffrey N.Rouder&Richard D.Morey.Default Bayes Factors for Model Selection in Regression[J].Multivariate Behavioral Research,2012,(47):877-903.
[7]Yi Mou,Ilaria Berteletti b,Daniel C Hyde,et al.What Counts in Preschool Number Knowledge?A Bayes Factor Analytic Approach toward Theoretical Model Development[J].Journal of Experimental Child Psychology,2018,(166):116-133.
[8]Moore A,vanMarle K,Geary D C.Kindergartners’Fluent Processing of Symbolic Numerical Magnitude is Predictedby Their Cardinal Knowledge and Intuitive Understanding of Arithmetic 2Years Earlier[J].Journal of Experimental ChildPsychology,2016,(150):31-47.
[9]Brian Trung Lam,Elena Ducreux.Parental Influence and Academic Achievement among Middle School Students:Parent Perspective[J].Journal of Human Behavior in the Social Environment,2013,23(5):579-590.
[10]李佳丽.家长参与和代际闭合对初中生认知能力的影响[J].教育发展研究,2017,(15-16):6-14.
[11]郝克明,汪明.独生子女群体与教育改革——我国独生子女状况研究报告[J].教育研究,2009,(2):42-51.
[12]王雪峰,高畅.赋予教育研究以性别意识[J].清华大学教育研究,2005,(4):61.
[13]周海旺,严善平,周安芝.中小学男生相对弱化问题研究[M].社会科学,2012,(12):89.
[2]许丽艳.义务教育质量的提升——中国教育学会中青年理论工作者分会第十八届学术年会观点综述[J].中小学管理,2010,(3):23-26.
[3]袁媛.义务教育质量由谁评价:现实与可能[J].现代教育与管理,2012,(12):61-64.
[4]Zoltan Dienes.Using Bayes to Get the Most Out of Non-significant Results[J].Frontiers in Psychology,2014,(5):1-17.
[5]Wetzels R,Matzke D,Lee M D,Rouder J N,Iverson G J,Wagenmakers E J.Statistical Evidence in Experimental Psychology:An Empirical Comparison Using 855 t Tests[J].Perspectives on Psychological Science,2011,(6):291-298.
[6]Jeffrey N.Rouder&Richard D.Morey.Default Bayes Factors for Model Selection in Regression[J].Multivariate Behavioral Research,2012,(47):877-903.
[7]Yi Mou,Ilaria Berteletti b,Daniel C Hyde,et al.What Counts in Preschool Number Knowledge?A Bayes Factor Analytic Approach toward Theoretical Model Development[J].Journal of Experimental Child Psychology,2018,(166):116-133.
[8]Moore A,vanMarle K,Geary D C.Kindergartners’Fluent Processing of Symbolic Numerical Magnitude is Predictedby Their Cardinal Knowledge and Intuitive Understanding of Arithmetic 2Years Earlier[J].Journal of Experimental ChildPsychology,2016,(150):31-47.
[9]Brian Trung Lam,Elena Ducreux.Parental Influence and Academic Achievement among Middle School Students:Parent Perspective[J].Journal of Human Behavior in the Social Environment,2013,23(5):579-590.
[10]李佳丽.家长参与和代际闭合对初中生认知能力的影响[J].教育发展研究,2017,(15-16):6-14.
[11]郝克明,汪明.独生子女群体与教育改革——我国独生子女状况研究报告[J].教育研究,2009,(2):42-51.
[12]王雪峰,高畅.赋予教育研究以性别意识[J].清华大学教育研究,2005,(4):61.
[13]周海旺,严善平,周安芝.中小学男生相对弱化问题研究[M].社会科学,2012,(12):89.