發(fā)布時間：2018-10-23 12:42

【摘要】：基于PISA2012的數(shù)據(jù),運用兩水平中介效應(yīng)模型,比較分析了韓國、德國和中國香港父母數(shù)學價值觀對青少年數(shù)學學習的具體影響。研究結(jié)果表明,在三個國家和地區(qū)內(nèi)部,父母數(shù)學價值觀對學生的數(shù)學學習動機和數(shù)學學業(yè)成績均具有正向預測作用,數(shù)學學習動機對父母數(shù)學價值觀影響數(shù)學學業(yè)成績具有部分中介效應(yīng),且這種中介效應(yīng)相比直接效應(yīng)較弱;父母的數(shù)學價值觀及其對學生數(shù)學學習動機和數(shù)學學業(yè)成績的影響具有明顯的跨文化差異,德國父母的數(shù)學價值觀對學生數(shù)學學習的影響機制與中國香港和韓國之間的差異很大,而中國香港和韓國之間的差異不大。為了改進學生的數(shù)學學習,建議中國香港和韓國父母要強化對數(shù)學解決生活實際問題、推進社會經(jīng)濟發(fā)展作用的強調(diào),弱化數(shù)學學科對于升學考試重要性的強調(diào);德國父母要更多采取直接的方式干預學生的數(shù)學學習,如進行督促、提供輔導等。
[Abstract]:Based on the data of PISA2012 and using the two-level intermediary effect model, this paper compares and analyzes the specific influence of the mathematical values of parents in South Korea, Germany and Hong Kong, China on juvenile mathematics learning. The results show that, within the three countries and regions, the mathematical values of parents have a positive predictive effect on students' mathematics learning motivation and academic achievement. Mathematics learning motivation has a partial intermediary effect on parents' mathematical values, and this kind of intermediary effect is weaker than direct effect. There are significant cross-cultural differences between parents' mathematical values and their influence on students' mathematics learning motivation and academic achievement. The influence mechanism of German parents' mathematical values on students' mathematics learning is quite different from that of Hong Kong and South Korea, but not between Hong Kong and South Korea. In order to improve students' mathematics study, it is suggested that parents in Hong Kong and South Korea should emphasize the importance of mathematics in solving practical problems of life, promoting social and economic development, and weakening the importance of mathematics for entrance examination. German parents are more likely to intervene directly in math, such as supervision and guidance.
【作者單位】： 香港大學教育學院;北京師范大學教育學部;
【基金】：北京市教育科學“十二五”規(guī)劃重點課題(優(yōu)先關(guān)注)“首都基礎(chǔ)教育內(nèi)涵發(fā)展與質(zhì)量提升策略研究”(課題批準號:ABA14011)的研究成果
【分類號】：G633.6
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本文編號：2289274