【摘要】：學(xué)術(shù)界對(duì)學(xué)校教育質(zhì)量的追求、解釋國(guó)際大規(guī)模測(cè)試結(jié)果的差異以及時(shí)間對(duì)不同學(xué)生的束縛成為探索學(xué)生參與時(shí)間測(cè)量的重要背景,學(xué)校政策和課程方案的改進(jìn)、追求高效的學(xué)習(xí)結(jié)果是測(cè)量學(xué)生參與的重要原因,學(xué)生參與時(shí)間測(cè)量取向有經(jīng)濟(jì)學(xué)和心理學(xué)兩種,在這兩種研究取向下學(xué)生參與時(shí)間有多種測(cè)量模型。學(xué)生參與時(shí)間測(cè)量理論模型為我國(guó)開展相應(yīng)的研究提供理論視角,但PISA等大規(guī)模測(cè)試對(duì)學(xué)生參與時(shí)間的概念化上并未達(dá)到這樣的理論高度,我們需要謹(jǐn)慎使用PISA等在這一領(lǐng)域的測(cè)量結(jié)果作為制定我國(guó)政策的依據(jù)。
[Abstract]:The academic circles' pursuit of school education quality, the explanation of the difference of international large-scale test results and the restriction of time on different students become the important background of exploring students' participation in time measurement, and the improvement of school policy and curriculum program. The pursuit of efficient learning results is an important reason for measuring students' participation. There are two kinds of measuring orientations of students' participation time: economics and psychology. Under these two research orientations, there are many kinds of measuring models of students' participation time. The theoretical model of student participation time measurement provides a theoretical perspective for the corresponding research in our country, but the conceptualization of student participation time by PISA and other large-scale tests has not reached such a theoretical height. We need to use PISA and other measurements in this area carefully as the basis for our policy.
【作者單位】： 浙江師范大學(xué)外國(guó)語學(xué)院;華東師范大學(xué)課程與教學(xué)研究所;
【基金】：教育部哲學(xué)社會(huì)科學(xué)重大攻關(guān)項(xiàng)目“中小學(xué)課程實(shí)施過程質(zhì)量監(jiān)測(cè)”(項(xiàng)目批準(zhǔn)號(hào):16JZD047)
【分類號(hào)】：G420

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 周琴;;PISA2003對(duì)學(xué)生學(xué)業(yè)成績(jī)的測(cè)評(píng)、分析及其啟示[J];上海教育科研;2006年09期

2 陸t，

本文編號(hào)：2183481