摘要
PISA2018结果显示,我国四省市15岁学生取得了优异成绩,但在校学习时间较多数参测国家(地区)长。本文针对学时是否应该缩减的问题,对PISA2018数据进行分析。结果表明,我国四省市学生阅读和数学的学时与成绩呈"U型"关系,科学课堂学习时间与成绩呈正向线性关系,多数学校的学时都处于较优区间,一刀切缩减学时可能会影响学业成绩;与此同时,国际上学时与成绩的关系与我国四省市存在不同,需考虑文化适应性借鉴减负措施。考虑到学生个人和学校的社会经济文化地位对我国四省市学生成绩的影响巨大,学习时间起到了一定缓冲作用;尤其在科学学习方面,学时越长,个人家庭背景对成绩的影响越小,因而缩减校内学时会引发更大的教育不公。总的来看,目前在中学缩减学时并非良策,而调整课时结构、改进评价方式则可能是提高学习效率的有效路径。因此,为实现学习时间分配的边际平衡,学校要将更多时间投入到学生的全面发展上,投入到创新领域的学习上去;并不断改进考试方式、考试内容和教学方式等,引发时间分配结构的改变。
According to the results of PISA2018,15-year-old students in four provinces and municipalities of China spend more time in school than those in other countries and economies.Does the"too much"learning time result in the excellent results?This study analyzed the data of PISA2018,and the results show that there is a"u-shaped"relationship between the school learning time and reading and math score,while there is a positive linear relationship between the school learning time and science score.The learning time of most schools is in a suitable range,it was not desirable to reduce class hours with the same standard.In addition,students and schools ESCS has a great influence on students’performance.Especially in science,the longer the school learning time,the less influence of family background on the scores,so reducing learning time in school would lead to educational inequality.In order to realize the marginal balance of learning time allocation,schools should devote more time to students’overall development and in the field of innovation.The time allocation pattern should be changed through improving the examination method,and teaching method.
作者
赵茜
赵东方
张亚星
Zhao Qian;Zhao Dongfang;Zhang Yaxing(Collaborative Innovation Center of Assessment for Basic Education Quality,Faculty of Education,Beijing Normal University,Beijing 100875)
出处
《教育发展研究》
CSSCI
北大核心
2020年第6期43-50,共8页
Research in Educational Development
基金
教育部人文社会科学研究青年基金项目“区县教育治理模式及其对学校效能的影响机制研究”(17YJC880135)的部分成果.
