东亚四年级学生数学学业成绩测试结果与影响因素分析——基于对TIMSS2015国际性大数据调查的分析
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摘要
国际数学与科学研究趋势(TIMSS)为全球各国提供了一种测量学生数学和科学学业成绩的思路与框架。本文以TIMSS2015国际性大数据调查结果为研究对象,从总体、内容和认知两个维度呈现和分析中国台北、香港地区、日本和韩国小学四年级学生的数学学业水平,以反映东亚地区小学生数学学业水平的状况。分析影响四年级学生数学学业成绩的因素。据此,建议关注对数学核心素养的考察,重视对影响因素的调查与分析,理性客观对待调查结果,以改善学生的数学学业成绩,也为我国开展义务教育质量监测提供借鉴与参照。
The Trends in International Mathematics and Science study(TIMSS)provides all countries around the world an idea and framework to measure students' achievements in mathematics and science. Taking the results of TIMSS2015 international survey asresearch objects, this paper presents and analyzes Grade 4 students' mathematics achievements in Chinese Taipei, Hong Kong, Japan and Korea from the overrall, content and cognitive two dimensions to reflect the status of elementary students' mathematics achievements in East Asian. Then, this paper analyzes some factors influencing Grade 4 students' mathematics achievement. Accordingly, in order to improve students' mathematical performance and provide some supports and references to Chinese compulsory education quality monitoring, this paper provides several suggestions: focusing on core literacy in Mathematics, paying attention to investigation and analysis about influencing factors, giving rational and objective treatment to survey results.
The Trends in International Mathematics and Science study(TIMSS)provides all countries around the world an idea and framework to measure students' achievements in mathematics and science. Taking the results of TIMSS2015 international survey asresearch objects, this paper presents and analyzes Grade 4 students' mathematics achievements in Chinese Taipei, Hong Kong, Japan and Korea from the overrall, content and cognitive two dimensions to reflect the status of elementary students' mathematics achievements in East Asian. Then, this paper analyzes some factors influencing Grade 4 students' mathematics achievement. Accordingly, in order to improve students' mathematical performance and provide some supports and references to Chinese compulsory education quality monitoring, this paper provides several suggestions: focusing on core literacy in Mathematics, paying attention to investigation and analysis about influencing factors, giving rational and objective treatment to survey results.
引文
[1]http://timss2015.org/wp-content/uploads/filebase/full%20pdfs/T15-About-TIMSS-2015.pdf. 2016-12-20.
[2][17]殷玉新,华逸云.亚洲教师教与学状况分析与提升路径探讨[J].外国教育研究,2015,(8):70-82.
[3]Michael O. Martin, Ina V.S. Mullis&Martin Hooper. Methods and Procedures in TIMSS2015[EB/OL].http://timss.bc.edu/publications/timss/2015-methods.html, 2016-12-10.
[4]InaV.S.Mullis & MichaelO.Martin.TIMSS 2015 Assessment Frameworks[EB/OL].http://timss.bc.edu/publications/timss/2015-framework.html, 2016-12-10.
[5]TIMSS & PIRLS International Study Center,TIMSS 2011 Contextual Questionnaires[EB/OL].http://timssandpirls.bc.edu/timss2011/international-contextualq.html. 2016-10-05.
[6][22] Ina V.S. Mullis&Michael O. Martin. et al. TIMSS 2015 International Resultsin Mathematics Grade 4[EB/OL].http://timssandpirls.bc.edu/timss2015/international-results/wp-content/uploads/filebase/full%20pdfs/T15-International-Results-in-Mathematics Grade-4.pdf, 2016-12-10
[7]Ming Ming Chiu Lawrence Khoo. Effects of Resources,Inequality, and Privilege Bias on Achievement:Country,School,and Student Level Analyses[J]. American Educational Research Journal, 2005,42(4):575-603.
[8]Hendrik Jürges,Kerstin Schneider & Felix Büchel.The effect of central exit examinations on student achievement:Quasi-experimental evidence from TIMSS Germany[J]. Journal of the European Economic Association, 2005,(3):1134-1155.
[9]Herman G. Vande Werfhorst and Jonathan J.B.Mijs.Achievement Inequality and the Institutional Structure of Educational Systems:A Comparative Perspective[J].Annual Review of Sociology, 2010(36):32-44.
[10]Pam Sammons,Kathy Sylva & Edward Melhuish.et al. Measuring the Impact of Pre-School on Children’s Cognitive Progress over the Pre-School Period[R].Institute of Education University of London, 2002:101.
[11]Martin, Michael O., Ed.; Mullis, Ina V. S., Ed. TIMSS and PIRLS 2011:Relationships among Reading,Mathematics,and Science Achievementat the Fourth Grade--Implications for Early Learning[R].International Association for the Evaluationof Educational Achievement,2013:105.
[12]Debra A. Lieberman, Santa Barbara, California, Cynthia H. Bates&Jiyeon So. Young Children's Learning With Digital Media[J]. Computers in the Schools, 2009,26(4):44-55.
[13]Hill,Nancy E.; Tyson,Diana F.Parental involvement in middle school:A meta-analytic assessment of the strategies that promote achievement[J]. Developmental Psychology, 2009, 45(3):740-763.
[14]Saha,Lawrence J;Sikora,Joanna.The Career Aspirations and Expectations of School Students:From Individual to Global Effects[J]. Education and Society,2008,26(2):5-22.
[15]Claessens, Amy;Engel,Mimi.How Important Is Where You Start?Early Mathematics Knowledge and Later School Success[J].Teachers College Record,2013,115(6):1-29.
[16]Ebru Erberber. Analyzing Turkey’s Data from TIMSS 2007 to Investigate Regional Disparities in Eighth Grade Science Achievement[D].Boston College,2009:43-45.
[18]Richard M. Ingersoll&David Perda. Is the Supply of Mathematics and Science Teachers Sufficient?[J]. American Educational Research Journal,2010,47(3):563-594.
[19]Jason H. Wu, Wayne K. Hoy, C. John Tarter. Enabling school structure, collective responsibility, and a culture of academic optimism:Toward a robust model of school performance in Taiwan[J]. Journal of Educational Administration, 2013,51(2):176–193.
[20]Douglas N. Harrisa,, Tim R. Sassb. Teacher training,teacher quality and student achievement[J]. Journal of Public Economics, 2011,95(7-8):798-812.
[21]Julie Muellera, Eileen Wooda, Teena Willoughbyb,et al. Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration[J]. Computers&Education,2008,51(4):1523-1537.
[23]Hattie J A C. Visible learning:A synthesis of 800+meta analyses on achievement[M]. Abingdon:Routledge,2009:342.
[24]Lipowsky F, Rakoczy K, Pauli C, et al. Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem[J].Learning and instruction, 2009, 19(6):527-537.
[25]BaSl G, Johanson G. Effectiveness of frequent testing over achievement:A meta analysis study[J]. Journal of Human Sciences, 2009, 6(2):99-121.
[26]V Nolet, MJ McLaughlin. Accessing the general curriculum:Including students with disabilities in standards-based reform[M]. Corwin Press, 2005:5.
[27]Becker M, McElvany N, Kortenbruck M. Intrinsic and extrinsic reading motivation as predictors of reading literacy:A longitudinal study[J]. Journal of Educational Psychology, 2010, 102(4):773.
[28]裴新宁,刘新阳.为21世纪重建教育:欧盟“核心素养”框架的确立[J].全球教育展望,2013,(12):89-102.
[29][32]李星云.论小学数学核心素养的构建[J].课程·教材·教法,2016,(5):72-78.
[30]马云鹏,张春莉.数学教育评价[M].北京:高等教育出版社,2003.199.
[31]OECD.PISA 2015 Assessment and Analytical Framework[EB/OL].http://www.oecd-ilibrary.org/docserver/download/9816021e.pdf?expires=1484449777 &id=id&accname=guest&checksum=FCAE2F54A11BC7D43748AB8547B3AF1F,2017-1-6.
[33]Stevens,FloralineI.,Grymes,John.Opportunity ToLearn:Issues of Equity for Poor and Minority Students[N].National Center for Education Statistics(ED),Washington, DC.1993:143-160.
[34]张人杰.国外教育社会学基本文选[M].上海:华东师范大学出版社,1989.177-191.
[35]孔凡哲,李清,史宁中.PISA对我国中小学考试评价与质量监控的启示[J].外国教育研究,2005,(5):72-76.
[36]张民选,黄华.自信·自省·自觉——PISA2012数学测试与上海数学教育特点[J].教育研究,2016,(1):35-46.
[37]廖运章.TIMSS2011数学学业成就及其影响因素分析[J].外国中小学教育,2013,(7):48-54.
[2][17]殷玉新,华逸云.亚洲教师教与学状况分析与提升路径探讨[J].外国教育研究,2015,(8):70-82.
[3]Michael O. Martin, Ina V.S. Mullis&Martin Hooper. Methods and Procedures in TIMSS2015[EB/OL].http://timss.bc.edu/publications/timss/2015-methods.html, 2016-12-10.
[4]InaV.S.Mullis & MichaelO.Martin.TIMSS 2015 Assessment Frameworks[EB/OL].http://timss.bc.edu/publications/timss/2015-framework.html, 2016-12-10.
[5]TIMSS & PIRLS International Study Center,TIMSS 2011 Contextual Questionnaires[EB/OL].http://timssandpirls.bc.edu/timss2011/international-contextualq.html. 2016-10-05.
[6][22] Ina V.S. Mullis&Michael O. Martin. et al. TIMSS 2015 International Resultsin Mathematics Grade 4[EB/OL].http://timssandpirls.bc.edu/timss2015/international-results/wp-content/uploads/filebase/full%20pdfs/T15-International-Results-in-Mathematics Grade-4.pdf, 2016-12-10
[7]Ming Ming Chiu Lawrence Khoo. Effects of Resources,Inequality, and Privilege Bias on Achievement:Country,School,and Student Level Analyses[J]. American Educational Research Journal, 2005,42(4):575-603.
[8]Hendrik Jürges,Kerstin Schneider & Felix Büchel.The effect of central exit examinations on student achievement:Quasi-experimental evidence from TIMSS Germany[J]. Journal of the European Economic Association, 2005,(3):1134-1155.
[9]Herman G. Vande Werfhorst and Jonathan J.B.Mijs.Achievement Inequality and the Institutional Structure of Educational Systems:A Comparative Perspective[J].Annual Review of Sociology, 2010(36):32-44.
[10]Pam Sammons,Kathy Sylva & Edward Melhuish.et al. Measuring the Impact of Pre-School on Children’s Cognitive Progress over the Pre-School Period[R].Institute of Education University of London, 2002:101.
[11]Martin, Michael O., Ed.; Mullis, Ina V. S., Ed. TIMSS and PIRLS 2011:Relationships among Reading,Mathematics,and Science Achievementat the Fourth Grade--Implications for Early Learning[R].International Association for the Evaluationof Educational Achievement,2013:105.
[12]Debra A. Lieberman, Santa Barbara, California, Cynthia H. Bates&Jiyeon So. Young Children's Learning With Digital Media[J]. Computers in the Schools, 2009,26(4):44-55.
[13]Hill,Nancy E.; Tyson,Diana F.Parental involvement in middle school:A meta-analytic assessment of the strategies that promote achievement[J]. Developmental Psychology, 2009, 45(3):740-763.
[14]Saha,Lawrence J;Sikora,Joanna.The Career Aspirations and Expectations of School Students:From Individual to Global Effects[J]. Education and Society,2008,26(2):5-22.
[15]Claessens, Amy;Engel,Mimi.How Important Is Where You Start?Early Mathematics Knowledge and Later School Success[J].Teachers College Record,2013,115(6):1-29.
[16]Ebru Erberber. Analyzing Turkey’s Data from TIMSS 2007 to Investigate Regional Disparities in Eighth Grade Science Achievement[D].Boston College,2009:43-45.
[18]Richard M. Ingersoll&David Perda. Is the Supply of Mathematics and Science Teachers Sufficient?[J]. American Educational Research Journal,2010,47(3):563-594.
[19]Jason H. Wu, Wayne K. Hoy, C. John Tarter. Enabling school structure, collective responsibility, and a culture of academic optimism:Toward a robust model of school performance in Taiwan[J]. Journal of Educational Administration, 2013,51(2):176–193.
[20]Douglas N. Harrisa,, Tim R. Sassb. Teacher training,teacher quality and student achievement[J]. Journal of Public Economics, 2011,95(7-8):798-812.
[21]Julie Muellera, Eileen Wooda, Teena Willoughbyb,et al. Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration[J]. Computers&Education,2008,51(4):1523-1537.
[23]Hattie J A C. Visible learning:A synthesis of 800+meta analyses on achievement[M]. Abingdon:Routledge,2009:342.
[24]Lipowsky F, Rakoczy K, Pauli C, et al. Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem[J].Learning and instruction, 2009, 19(6):527-537.
[25]BaSl G, Johanson G. Effectiveness of frequent testing over achievement:A meta analysis study[J]. Journal of Human Sciences, 2009, 6(2):99-121.
[26]V Nolet, MJ McLaughlin. Accessing the general curriculum:Including students with disabilities in standards-based reform[M]. Corwin Press, 2005:5.
[27]Becker M, McElvany N, Kortenbruck M. Intrinsic and extrinsic reading motivation as predictors of reading literacy:A longitudinal study[J]. Journal of Educational Psychology, 2010, 102(4):773.
[28]裴新宁,刘新阳.为21世纪重建教育:欧盟“核心素养”框架的确立[J].全球教育展望,2013,(12):89-102.
[29][32]李星云.论小学数学核心素养的构建[J].课程·教材·教法,2016,(5):72-78.
[30]马云鹏,张春莉.数学教育评价[M].北京:高等教育出版社,2003.199.
[31]OECD.PISA 2015 Assessment and Analytical Framework[EB/OL].http://www.oecd-ilibrary.org/docserver/download/9816021e.pdf?expires=1484449777 &id=id&accname=guest&checksum=FCAE2F54A11BC7D43748AB8547B3AF1F,2017-1-6.
[33]Stevens,FloralineI.,Grymes,John.Opportunity ToLearn:Issues of Equity for Poor and Minority Students[N].National Center for Education Statistics(ED),Washington, DC.1993:143-160.
[34]张人杰.国外教育社会学基本文选[M].上海:华东师范大学出版社,1989.177-191.
[35]孔凡哲,李清,史宁中.PISA对我国中小学考试评价与质量监控的启示[J].外国教育研究,2005,(5):72-76.
[36]张民选,黄华.自信·自省·自觉——PISA2012数学测试与上海数学教育特点[J].教育研究,2016,(1):35-46.
[37]廖运章.TIMSS2011数学学业成就及其影响因素分析[J].外国中小学教育,2013,(7):48-54.