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采用上海市152所学校5 115名中学生在PISA阅读素养测试中的数据,使用多层线性模型的方法,探讨了教师指导、学习策略与学生阅读素养之间的关系。结果显示,教师指导不但可以直接影响学生的阅读素养,还能通过学生学习策略中控制策略、精细加工策略、理解和记住信息策略、概括信息策略等跨层次的中介变量间接影响阅读素养;但是,学习策略中的记忆策略则没有起到跨层次的中介效应。
Abstract：The purpose of this study was to use the data consisted of 5115 fifteen-year-old Shanghai students in 152 schools from the PISA 2009, by building cross-level mediation model, to explore how the influence on students' reading literacy from teachers' support through learning strategy. The results revealed that teachers' support was positively related to their direct students' reading literacy.Students' learning strategy( metacognition strategy, elaboration strategy and control strategy) and meta-cognition strategy were cross-level mediators between teachers' support and their students' reading literacy. But memory strategy has no mediating effect at all.
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基本信息:
中图分类号:G632.0
引用信息:
[1]陈启山,雷雅缨,温忠麟,等.教师指导、学习策略与阅读素养的关系:基于PISA测评的跨层中介模型[J].全球教育展望,2018,47(12):51-61.
基金信息:
国家社会科学基金“十二五”规划教育学项目“国际学生评估项目的理念与结果及其对我国教育考试的启示”(项目编号:CBA130127)的阶段性成果
2018-12-10
2018-12-10