中国考试
中國攷試
중국고시
CHINA EXAMINATIONS
2014年
10期
47-55
,共9页
学校因素%数学素养%多水平分析%PISA2012
學校因素%數學素養%多水平分析%PISA2012
학교인소%수학소양%다수평분석%PISA2012
School Factors%Mathematical Achievement%Hierarchical Linear Model%PISA 2012
本研究采用PISA2012的数据，使用多水平线性模型方法，比较中国上海地区、美国、芬兰、日本四个国家（地区）的学校客观特征因素和校长领导力对学生数学素养成绩的预测效应。结果发现：学校的客观特征变量在不同国家对学生数学素养的影响不尽相同；学生层面和学校层面的社会经济文化水平指标对数学素养有着正向的预测效果；在控制学生背景变量的情况下，学校层面的校长领导力指标对数学素养无显著预测作用。
本研究採用PISA2012的數據，使用多水平線性模型方法，比較中國上海地區、美國、芬蘭、日本四箇國傢（地區）的學校客觀特徵因素和校長領導力對學生數學素養成績的預測效應。結果髮現：學校的客觀特徵變量在不同國傢對學生數學素養的影響不儘相同；學生層麵和學校層麵的社會經濟文化水平指標對數學素養有著正嚮的預測效果；在控製學生揹景變量的情況下，學校層麵的校長領導力指標對數學素養無顯著預測作用。
본연구채용PISA2012적수거，사용다수평선성모형방법，비교중국상해지구、미국、분란、일본사개국가（지구）적학교객관특정인소화교장령도력대학생수학소양성적적예측효응。결과발현：학교적객관특정변량재불동국가대학생수학소양적영향불진상동；학생층면화학교층면적사회경제문화수평지표대수학소양유착정향적예측효과；재공제학생배경변량적정황하，학교층면적교장령도력지표대수학소양무현저예측작용。
This study investigated the predictive effect of school objective factors and principal leadership on students’achievement in mathematical literacy by employing two-level Linear Models from an international comparison perspective. Four countries/regions including shanghai-China, United States, Finland and Japan were selected from the international PISA 2012 database. The findings indicated that: The Influence of the objective variables of school on students’mathematical achievement is not the same in different countries;The indicator of socio-economic and cultural at the student’s and school’s level has positive predictive effect on mathematical literacy; With students’background controlled, the indicator of principal leadership at the school level has no significant predictive effect on mathematical literacy.
