教育学术月刊
教育學術月刊
교육학술월간
EDUCATION RESEARCH MONTHLY
2014年
9期
38-45
,共8页
家庭背景%学校资源%上海基础教育%学业成绩%教育公平%PISA 2009
傢庭揹景%學校資源%上海基礎教育%學業成績%教育公平%PISA 2009
가정배경%학교자원%상해기출교육%학업성적%교육공평%PISA 2009
family background%school resources%basic educatian in Shanghai%academic achievement%equality of education%PISA 2009
上海中学生在2009年国际学生评价项目（PISA）世界第一的成绩向全球展示了上海地区基础教育的高质量，也引起我们关注数据和结果对上海基础教育进一步发展和完善的启示。本研究构建包括个体、家庭、学校特征在内的计量模型，通过探究学生个体家庭背景对学业成绩的影响，揭示上海基础教育公平状况，通过在模型中加入学校变量及家庭和学校变量的交互项，探究学校在实现基础教育质量与公平方面的作用。研究发现，上海基础教育存在显著的性别差异、家庭结构差异和家庭移民状况差异，家庭经济社会文化地位决定学生能够获得的学校教育资源，进而间接影响学生成绩。学校教育资源质量对学生成绩无显著影响，但学校生师比、教师质量不仅影响学生成绩，还具有改善家庭移民状况和经济社会文化地位对学生成绩影响的作用。上海基础教育发展要努力缩小学校之间的差距，减少学生家庭背景引起的择校和教育分流以及关注学校无法解决的不公平问题和特殊学生群体。
上海中學生在2009年國際學生評價項目（PISA）世界第一的成績嚮全毬展示瞭上海地區基礎教育的高質量，也引起我們關註數據和結果對上海基礎教育進一步髮展和完善的啟示。本研究構建包括箇體、傢庭、學校特徵在內的計量模型，通過探究學生箇體傢庭揹景對學業成績的影響，揭示上海基礎教育公平狀況，通過在模型中加入學校變量及傢庭和學校變量的交互項，探究學校在實現基礎教育質量與公平方麵的作用。研究髮現，上海基礎教育存在顯著的性彆差異、傢庭結構差異和傢庭移民狀況差異，傢庭經濟社會文化地位決定學生能夠穫得的學校教育資源，進而間接影響學生成績。學校教育資源質量對學生成績無顯著影響，但學校生師比、教師質量不僅影響學生成績，還具有改善傢庭移民狀況和經濟社會文化地位對學生成績影響的作用。上海基礎教育髮展要努力縮小學校之間的差距，減少學生傢庭揹景引起的擇校和教育分流以及關註學校無法解決的不公平問題和特殊學生群體。
상해중학생재2009년국제학생평개항목（PISA）세계제일적성적향전구전시료상해지구기출교육적고질량，야인기아문관주수거화결과대상해기출교육진일보발전화완선적계시。본연구구건포괄개체、가정、학교특정재내적계량모형，통과탐구학생개체가정배경대학업성적적영향，게시상해기출교육공평상황，통과재모형중가입학교변량급가정화학교변량적교호항，탐구학교재실현기출교육질량여공평방면적작용。연구발현，상해기출교육존재현저적성별차이、가정결구차이화가정이민상황차이，가정경제사회문화지위결정학생능구획득적학교교육자원，진이간접영향학생성적。학교교육자원질량대학생성적무현저영향，단학교생사비、교사질량불부영향학생성적，환구유개선가정이민상황화경제사회문화지위대학생성적영향적작용。상해기출교육발전요노력축소학교지간적차거，감소학생가정배경인기적택교화교육분류이급관주학교무법해결적불공평문제화특수학생군체。
The top test scores in reading as well as mathematics and science got by Shanghai students in 2009 show to the world the high quality of basic education in Shanghai. However, the information conveyed by the data about the further development of education in Shanghai is of the same importance. This study constructs econometric models with individual, family, school characteristic variables, and explores their influences on students’ academic achievements, and then adds in the model the interaction of school and family variables, in order to investigate the equality of basic education in Shanghai and the function of schools in improving the quality and equality of education. The results show that there exist significant gender, family structure and family immigration status differences in students ’ achievements. The family socio-economic status has an indirect effect on student achievement by assigning students to schools systematically according to their family background. The quality of school educational resources has no significant effect on student achievement, while student/teacher ratio and the quality of teacher not only have direct impact on student achievement, but also reduce academic achievement gap caused by family background. However, school resources cannot change performance gaps by gender or family structure. We suggest that the policy options are either to reduce school selection that contribute to between-school segregation or to mitigate its effects on student performance, and also pay attention to inequality caused by gender and family structure.
