父母数学价值观对青少年数学学习影响的跨文化研究——以韩国、德国和中国香港PISA2012数据为例
发布时间：2018-10-23 12:42
【摘要】：基于PISA2012的数据,运用两水平中介效应模型,比较分析了韩国、德国和中国香港父母数学价值观对青少年数学学习的具体影响。研究结果表明,在三个国家和地区内部,父母数学价值观对学生的数学学习动机和数学学业成绩均具有正向预测作用,数学学习动机对父母数学价值观影响数学学业成绩具有部分中介效应,且这种中介效应相比直接效应较弱;父母的数学价值观及其对学生数学学习动机和数学学业成绩的影响具有明显的跨文化差异,德国父母的数学价值观对学生数学学习的影响机制与中国香港和韩国之间的差异很大,而中国香港和韩国之间的差异不大。为了改进学生的数学学习,建议中国香港和韩国父母要强化对数学解决生活实际问题、推进社会经济发展作用的强调,弱化数学学科对于升学考试重要性的强调;德国父母要更多采取直接的方式干预学生的数学学习,如进行督促、提供辅导等。
[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.
【作者单位】： 香港大学教育学院;北京师范大学教育学部;
【基金】：北京市教育科学“十二五”规划重点课题(优先关注)“首都基础教育内涵发展与质量提升策略研究”(课题批准号:ABA14011)的研究成果
【分类号】：G633.6
，
本文编号：2289274
[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.
【作者单位】： 香港大学教育学院;北京师范大学教育学部;
【基金】：北京市教育科学“十二五”规划重点课题(优先关注)“首都基础教育内涵发展与质量提升策略研究”(课题批准号:ABA14011)的研究成果
【分类号】：G633.6
，
本文编号：2289274
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2289274.html
