美國(guó)先修課程與學(xué)生學(xué)業(yè)成就之間的相關(guān)性研究
發(fā)布時(shí)間：2018-11-03 14:55
【摘要】：經(jīng)過50多年的發(fā)展,美國(guó)先修課程已經(jīng)較為成熟,目前美國(guó)大部分高中已經(jīng)開設(shè)有先修課程。伴隨著先修課程的發(fā)展,有關(guān)先修課程對(duì)學(xué)生學(xué)業(yè)成就影響的研究也從未中斷過。大多數(shù)研究主要聚焦于學(xué)生的先修課程完成數(shù)量,先修課程對(duì)學(xué)生高中學(xué)業(yè)完成率的影響。近年來,越來越多的研究開始關(guān)注先修課程與學(xué)生大學(xué)學(xué)業(yè)成就之間的相關(guān)性。目前,我國(guó)部分高中已經(jīng)開設(shè)了先修課程,一部分高中直接引進(jìn)美國(guó)先修課程,還有一部分高中與北京大學(xué)或清華大學(xué)合作開發(fā)中國(guó)本土的先修課程。然而隨著先修課程在我國(guó)高中逐漸興起,不少學(xué)者提出質(zhì)疑:先修課程是否對(duì)學(xué)生的學(xué)業(yè)發(fā)展有積極作用,如果有作用,大學(xué)和中學(xué)應(yīng)該如何合作開發(fā)中國(guó)先修課程,更重要的是大學(xué)應(yīng)該如何在大學(xué)招生中合理使用先修課程成績(jī)。面對(duì)這些質(zhì)疑,本研究針對(duì)美國(guó)高中先修課程開設(shè)現(xiàn)狀以及先修課程與學(xué)生學(xué)業(yè)成就之間的相關(guān)性進(jìn)行了實(shí)證研究。研究采用描述性統(tǒng)計(jì)方法和回歸模型的分析方法,對(duì)美國(guó)加利福尼亞州193所普通公立高中開設(shè)的先修課程現(xiàn)狀進(jìn)行分析,探討不同地域的學(xué)校、不同等級(jí)的學(xué)校以及不同規(guī)模的學(xué)校(畢業(yè)學(xué)生數(shù)量)開設(shè)的先修課程情況,并進(jìn)一步探析各高中開設(shè)的先修課程數(shù)量與學(xué)生高中學(xué)業(yè)成績(jī)的相關(guān)性,以及高中開設(shè)的先修課程數(shù)量與學(xué)生大學(xué)學(xué)業(yè)成就之間的相關(guān)性。研究發(fā)現(xiàn):1)郊區(qū)高中開設(shè)的總體先修課程數(shù)量的均值以及各科先修課程數(shù)量的均值都高于城市和農(nóng)村高中開設(shè)的先修課程數(shù)量均值。在學(xué)校規(guī)模和學(xué)校等級(jí)這兩個(gè)非影響因素控制的情況下,從統(tǒng)計(jì)學(xué)角度來說,回歸分析結(jié)果仍然顯示,郊區(qū)高中開設(shè)的總體先修課程數(shù)量顯著多于城市和農(nóng)村高中開設(shè)的總體先修課程數(shù)量,且開設(shè)的歷史/社會(huì)科學(xué)類、數(shù)學(xué)類、其他語(yǔ)言類、視覺與藝術(shù)表演類以及大學(xué)預(yù)修選修課類先修課程數(shù)量顯著多于城市和農(nóng)村高中開設(shè)的先修課程數(shù)量。2)等級(jí)越高的高中開設(shè)的先修課程數(shù)量均值越高。在學(xué)校地域和學(xué)校規(guī)模這兩個(gè)非影響因素控制的情況下,從統(tǒng)計(jì)學(xué)角度來說,回歸分析結(jié)果仍然顯示,高等級(jí)學(xué)校開設(shè)的先修課程數(shù)量均值顯著高于中等級(jí)學(xué)校,中等級(jí)學(xué)校開設(shè)的先修課程數(shù)量均值顯著高于低等級(jí)學(xué)校,且高等級(jí)學(xué)校更傾向于開設(shè)數(shù)學(xué)類和實(shí)驗(yàn)科學(xué)類先修課程。3)高中畢業(yè)生數(shù)量越多,其開設(shè)的先修課程數(shù)量均值越高。在學(xué)校地域和學(xué)校等級(jí)這兩個(gè)非影響因素控制的情況下,從統(tǒng)計(jì)學(xué)角度來說,回歸分析結(jié)果仍然顯示,高中畢業(yè)生數(shù)量對(duì)先修課程開設(shè)數(shù)量具有顯著正向相關(guān)性影響。4)在未控制其他影響因素的情況下,回歸分析結(jié)果顯示,高中開設(shè)的先修課程數(shù)量對(duì)該高中申請(qǐng)加州大學(xué)的學(xué)生數(shù)量、被加州大學(xué)錄取的學(xué)生數(shù)量、加州大學(xué)錄取率、大學(xué)第一學(xué)年GPA、大學(xué)畢業(yè)GPA以及大學(xué)畢業(yè)率具有顯著正向相關(guān)性影響。在學(xué)校地域、學(xué)校規(guī)模以及學(xué)校等級(jí)這三個(gè)非影響因素控制的情況下,從統(tǒng)計(jì)學(xué)角度來說,回歸分析結(jié)果顯示,高中開設(shè)的先修課程數(shù)量對(duì)申請(qǐng)加州大學(xué)的學(xué)生數(shù)量、被加州大學(xué)錄取的學(xué)生數(shù)量、加州大學(xué)錄取率以及大學(xué)畢業(yè)率具有顯著正向相關(guān)性影響。5)在未控制其他影響因素的情況下,回歸分析結(jié)果顯示,學(xué)生的高中GPA對(duì)其被加州大學(xué)錄取的學(xué)生數(shù)量、加州大學(xué)錄取率、大學(xué)第一學(xué)年GPA、大學(xué)畢業(yè)GPA以及大學(xué)畢業(yè)率具有顯著正向相關(guān)性影響。在學(xué)校地域、學(xué)校規(guī)模以及學(xué)校等級(jí)這三個(gè)非影響因素控制的情況下,從統(tǒng)計(jì)學(xué)角度來說,回歸分析結(jié)果顯示,學(xué)生的高中GPA只對(duì)其大學(xué)第一學(xué)年GPA和大學(xué)畢業(yè)GPA具有顯著正向相關(guān)性影響。最后,本研究為我國(guó)大學(xué)先修課程設(shè)置及實(shí)施提出了三條參考建議:首先,鼓勵(lì)更多的學(xué)校參與到大學(xué)先修課程項(xiàng)目中,讓更多有能力的學(xué)生可以盡早的接觸先修課程,學(xué)習(xí)新知識(shí),并獲得更高層次的培養(yǎng)和學(xué)習(xí)機(jī)會(huì)。第二,均衡各學(xué)科課程設(shè)置,避免出現(xiàn)各學(xué)科開設(shè)失衡。第三,在大學(xué)招生評(píng)價(jià)中,謹(jǐn)慎使用先修課程成績(jī)和修課數(shù)量來評(píng)價(jià)申請(qǐng)學(xué)生的學(xué)業(yè)成績(jī)。
[Abstract]:After more than 50 years of development, the United States first curriculum has become more mature, and most senior high schools in the United States have offered first-class courses. With the development of the first course, the study on the impact of the curriculum on the students' academic achievement has never been interrupted. Most of the studies focused mainly on the number of students' first course completion, and the effect of the course on the students' high school education. In recent years, more and more studies have begun to focus on the correlation between the curriculum and the student's academic achievement. At present, some senior high schools have set up a first course, some senior high schools directly introduce the United States first course, and some senior high schools cooperate with Peking University or Tsinghua University in the development of the first course in China. However, with the rise of the course in high school in our country, many scholars questioned whether the course should play an active role in the students' academic development, if there is a role, how the university and middle school should cooperate in the development of the first course in China, What's more important is how the university should make a reasonable use of the course results in college admissions. In the face of these questions, this study conducted an empirical study on the current situation of the first-class curriculum in the United States and the correlation between the pre-existing curriculum and the student's academic achievement. In this paper, a descriptive statistics method and regression model are used to analyze the present situation of pre-existing courses offered by 193 public high schools in California, California, and to explore the schools in different regions. Different grades of schools and different sizes of schools (the number of graduate students) set up the first courses, and further explore the correlation between the number of pre-existing courses offered in each high school and the students' high school academic performance. And the correlation between the number of first courses offered in high school and the academic achievement of the students' college. The study found: 1) The average of the total number of first courses offered by the suburban high school and the average of the number of courses in each section were higher than the average of the number of first courses offered in urban and rural high schools. In the case of both the school scale and the school level of these two non-influencing factors, the regression analysis results still show that the number of primary courses offered in suburban high schools is significantly higher than the total number of primary courses offered in urban and rural high schools, And the history/ social sciences, mathematics, other languages, visual and artistic performances as well as the number of elective courses offered at the university are significantly higher than the number of first courses offered in urban and rural high schools. The higher the number of first courses offered by senior high schools. In the case of school geography and school scale these two non-influencing factors control, the regression analysis results still show that the average number of pre-repair courses offered by high-grade schools is significantly higher than that in middle-grade schools, in that middle-grade school, the average number of pre-fix courses is significantly higher than that of low-grade schools, and higher-grade schools are more inclined to offer courses in mathematics and experimental science. 3) the higher the number of high school graduates, the higher the number of first courses offered. in that case of both non-influencing factor control of school geography and school level, regression analysis still shows that the number of high school graduates has a significant positive correlation effect on the number of pre-fix courses. 4) without controlling other influencing factors, Regression analysis shows that the number of students enrolled in high school, the number of students applying for the University of California at UC, the number of students enrolled at the University of California, the University of California, the University's first school year GPA, the University of California GPA and the college degree have a significant positive correlation. In the case of school geography, school scale, and school level three non-influencing factors control, regression analysis results show that the number of pre-existing courses offered in high school is the number of students applying for the University of California, the number of students enrolled at the University of California, The results of regression analysis show that the student's high school GPA is the number of students enrolled at the University of California, the University of California, the University's first school year GPA, There was a significant positive correlation between GPA and university graduation rates. In the case of school geography, school scale and school level, the regression analysis showed that the students' high school GPA had a significant positive correlation to GPA and GPA in the first school year of their university. Finally, this study provides three reference suggestions for the setting and implementation of the curriculum setup and implementation in our university. Firstly, more schools are encouraged to participate in the program of the first course of the university, so that more students with the ability can contact the course and learn new knowledge as soon as possible. and a higher level of training and learning opportunities are obtained. Second, equalize the curriculum arrangement of each discipline and avoid the imbalance in each discipline. Thirdly, in the evaluation of university enrollment, careful use of the curriculum scores and the number of teachers should be used to evaluate the students' academic performance.
【學(xué)位授予單位】：西安外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G423
本文編號(hào)：2308120
[Abstract]:After more than 50 years of development, the United States first curriculum has become more mature, and most senior high schools in the United States have offered first-class courses. With the development of the first course, the study on the impact of the curriculum on the students' academic achievement has never been interrupted. Most of the studies focused mainly on the number of students' first course completion, and the effect of the course on the students' high school education. In recent years, more and more studies have begun to focus on the correlation between the curriculum and the student's academic achievement. At present, some senior high schools have set up a first course, some senior high schools directly introduce the United States first course, and some senior high schools cooperate with Peking University or Tsinghua University in the development of the first course in China. However, with the rise of the course in high school in our country, many scholars questioned whether the course should play an active role in the students' academic development, if there is a role, how the university and middle school should cooperate in the development of the first course in China, What's more important is how the university should make a reasonable use of the course results in college admissions. In the face of these questions, this study conducted an empirical study on the current situation of the first-class curriculum in the United States and the correlation between the pre-existing curriculum and the student's academic achievement. In this paper, a descriptive statistics method and regression model are used to analyze the present situation of pre-existing courses offered by 193 public high schools in California, California, and to explore the schools in different regions. Different grades of schools and different sizes of schools (the number of graduate students) set up the first courses, and further explore the correlation between the number of pre-existing courses offered in each high school and the students' high school academic performance. And the correlation between the number of first courses offered in high school and the academic achievement of the students' college. The study found: 1) The average of the total number of first courses offered by the suburban high school and the average of the number of courses in each section were higher than the average of the number of first courses offered in urban and rural high schools. In the case of both the school scale and the school level of these two non-influencing factors, the regression analysis results still show that the number of primary courses offered in suburban high schools is significantly higher than the total number of primary courses offered in urban and rural high schools, And the history/ social sciences, mathematics, other languages, visual and artistic performances as well as the number of elective courses offered at the university are significantly higher than the number of first courses offered in urban and rural high schools. The higher the number of first courses offered by senior high schools. In the case of school geography and school scale these two non-influencing factors control, the regression analysis results still show that the average number of pre-repair courses offered by high-grade schools is significantly higher than that in middle-grade schools, in that middle-grade school, the average number of pre-fix courses is significantly higher than that of low-grade schools, and higher-grade schools are more inclined to offer courses in mathematics and experimental science. 3) the higher the number of high school graduates, the higher the number of first courses offered. in that case of both non-influencing factor control of school geography and school level, regression analysis still shows that the number of high school graduates has a significant positive correlation effect on the number of pre-fix courses. 4) without controlling other influencing factors, Regression analysis shows that the number of students enrolled in high school, the number of students applying for the University of California at UC, the number of students enrolled at the University of California, the University of California, the University's first school year GPA, the University of California GPA and the college degree have a significant positive correlation. In the case of school geography, school scale, and school level three non-influencing factors control, regression analysis results show that the number of pre-existing courses offered in high school is the number of students applying for the University of California, the number of students enrolled at the University of California, The results of regression analysis show that the student's high school GPA is the number of students enrolled at the University of California, the University of California, the University's first school year GPA, There was a significant positive correlation between GPA and university graduation rates. In the case of school geography, school scale and school level, the regression analysis showed that the students' high school GPA had a significant positive correlation to GPA and GPA in the first school year of their university. Finally, this study provides three reference suggestions for the setting and implementation of the curriculum setup and implementation in our university. Firstly, more schools are encouraged to participate in the program of the first course of the university, so that more students with the ability can contact the course and learn new knowledge as soon as possible. and a higher level of training and learning opportunities are obtained. Second, equalize the curriculum arrangement of each discipline and avoid the imbalance in each discipline. Thirdly, in the evaluation of university enrollment, careful use of the curriculum scores and the number of teachers should be used to evaluate the students' academic performance.
【學(xué)位授予單位】：西安外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G423
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