【摘要】：學術(shù)界對學校教育質(zhì)量的追求、解釋國際大規(guī)模測試結(jié)果的差異以及時間對不同學生的束縛成為探索學生參與時間測量的重要背景,學校政策和課程方案的改進、追求高效的學習結(jié)果是測量學生參與的重要原因,學生參與時間測量取向有經(jīng)濟學和心理學兩種,在這兩種研究取向下學生參與時間有多種測量模型。學生參與時間測量理論模型為我國開展相應(yīng)的研究提供理論視角,但PISA等大規(guī)模測試對學生參與時間的概念化上并未達到這樣的理論高度,我們需要謹慎使用PISA等在這一領(lǐng)域的測量結(jié)果作為制定我國政策的依據(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】： 浙江師范大學外國語學院;華東師范大學課程與教學研究所;
【基金】：教育部哲學社會科學重大攻關(guān)項目“中小學課程實施過程質(zhì)量監(jiān)測”(項目批準號:16JZD047)
【分類號】：G420

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