摘要
运用大陆地区义务教育阶段三年级和八年级学生大规模数学学业测验数据,抽取31个省(市、自治区)140个区县的38312名三年级学生和21105名八年级学生,2008位小学数学教师和1648位初中数学教师,1184位小学校长和597位初中校长,对大陆地区义务教育数学学业水平达标情况进行分析,并通过建立多层线性模型探讨影响学生学业成绩的因素。结果显示:(1)大陆地区义务教育数学学业水平达标程度较好,分别有高达86%的三年级和80%的八年级学生达到课程标准的基本要求;学生在"问题解决"维度的达标程度低于"知识技能、数学理解、运用规则"等维度,三、八年级分别有1/4和1/3学生没有达到课程标准的基本要求。(2)不同群体(东部、中部、西部,城市、县镇、农村)之间的学业水平存在一定程度的差异,三年级更为显著。(3)小学生数学学业差异中有54%来自学校间的差异,中学生数学学业差异中有29%来自学校间的差异。(4)造成学校间数学学业成绩差异的影响因素是多方面的。在学生层面,中小学都一致的表现出学校的人文因素(师生关系和学习者自信心)对学生数学成绩影响较大;在学校层面,小学阶段"学校归属感"对学生成绩影响较大,而在中学阶段,学校归属感同样对学生成绩有着较大影响,但教学方式对学生成绩影响更大。(5)义务教育阶段数学教育,提高学生数学学业水平,教师应努力改善师生关系、尊重每一位少年儿童、增进学习者自信心;学校需要创造良好的人文环境、促进学生对学校的归属感,中学阶段提高教师专业水平能力、改进教师教学方式非常重要。
According to the large - scale testing data of the third - grade students and the eighth - grade students of compulsory education in the mainland of China, we analyzed the academic status of students＇ learning on mathematics and erected HLM（ hierarchical linear model） to discuss the in- fluential factors on students＇ achievements. In the whole research, we extracted 38312 students from Grade three and 21105 students from Grade eight, 2008 primary school mathematics teachers, 1648 junior high mathematics teachers, 1184 primary school principals and 597 junior high princi-pals. Results from the research have been presented here. Firstly, the status of mathematics stand- ard - r＇eaching in the mainland has been demonstrated well. 86% third - grade students and 80% eighth - grade students have reached the requirements of curriculum standards, while students per- formed worse in ＂problem solving＂ than in ＂Knowledge and skills＂, ＂Mathematical understanding＂ and ＂Rules applying＂. Besides, 1/4third - grade students and 1/3 eighth - grade students failed in reaching standards. Secondly, the academic achievement existed a certain difference within different group（ east, central, west, city, county, village ）, grade three performed more significant. Thirdly, 54% primary students＇ academic difference derived from discrepancies of their schools, while 29% junior high students differed in academic achievement because of their schools. Fourthly, there are too many factors influencing the differences of academic achievements in mathematics among schools. To students, humanity factors, which include the relationship between students and teach- ers and the self - confidence of learners, effect students＇ mathematics most. To schools, ＂sense of belonging＂ influences most in primary school, but the teaching method has more affects that sense of belonging in middle school. Fifthly, in order to improve students＇ academic achievement of mathematics in compulsory education, all teachers should stri
出处
《全球教育展望》
CSSCI
北大核心
2014年第12期44-57,共14页
Global Education
基金
中央高校基本科研业务费专项资金资助
关键词
大陆地区
义务教育数学学业
影响因素
Mainland of China
mathematics academic achievements of compulsory education
in-fluence factors
