美国先修课程与学生学业成就之间的相关性研究

发布时间：2018-11-03 14:55

【摘要】：经过50多年的发展,美国先修课程已经较为成熟,目前美国大部分高中已经开设有先修课程。伴随着先修课程的发展,有关先修课程对学生学业成就影响的研究也从未中断过。大多数研究主要聚焦于学生的先修课程完成数量,先修课程对学生高中学业完成率的影响。近年来,越来越多的研究开始关注先修课程与学生大学学业成就之间的相关性。目前,我国部分高中已经开设了先修课程,一部分高中直接引进美国先修课程,还有一部分高中与北京大学或清华大学合作开发中国本土的先修课程。然而随着先修课程在我国高中逐渐兴起,不少学者提出质疑:先修课程是否对学生的学业发展有积极作用,如果有作用,大学和中学应该如何合作开发中国先修课程,更重要的是大学应该如何在大学招生中合理使用先修课程成绩。面对这些质疑,本研究针对美国高中先修课程开设现状以及先修课程与学生学业成就之间的相关性进行了实证研究。研究采用描述性统计方法和回归模型的分析方法,对美国加利福尼亚州193所普通公立高中开设的先修课程现状进行分析,探讨不同地域的学校、不同等级的学校以及不同规模的学校(毕业学生数量)开设的先修课程情况,并进一步探析各高中开设的先修课程数量与学生高中学业成绩的相关性,以及高中开设的先修课程数量与学生大学学业成就之间的相关性。研究发现:1)郊区高中开设的总体先修课程数量的均值以及各科先修课程数量的均值都高于城市和农村高中开设的先修课程数量均值。在学校规模和学校等级这两个非影响因素控制的情况下,从统计学角度来说,回归分析结果仍然显示,郊区高中开设的总体先修课程数量显著多于城市和农村高中开设的总体先修课程数量,且开设的历史/社会科学类、数学类、其他语言类、视觉与艺术表演类以及大学预修选修课类先修课程数量显著多于城市和农村高中开设的先修课程数量。2)等级越高的高中开设的先修课程数量均值越高。在学校地域和学校规模这两个非影响因素控制的情况下,从统计学角度来说,回归分析结果仍然显示,高等级学校开设的先修课程数量均值显著高于中等级学校,中等级学校开设的先修课程数量均值显著高于低等级学校,且高等级学校更倾向于开设数学类和实验科学类先修课程。3)高中毕业生数量越多,其开设的先修课程数量均值越高。在学校地域和学校等级这两个非影响因素控制的情况下,从统计学角度来说,回归分析结果仍然显示,高中毕业生数量对先修课程开设数量具有显著正向相关性影响。4)在未控制其他影响因素的情况下,回归分析结果显示,高中开设的先修课程数量对该高中申请加州大学的学生数量、被加州大学录取的学生数量、加州大学录取率、大学第一学年GPA、大学毕业GPA以及大学毕业率具有显著正向相关性影响。在学校地域、学校规模以及学校等级这三个非影响因素控制的情况下,从统计学角度来说,回归分析结果显示,高中开设的先修课程数量对申请加州大学的学生数量、被加州大学录取的学生数量、加州大学录取率以及大学毕业率具有显著正向相关性影响。5)在未控制其他影响因素的情况下,回归分析结果显示,学生的高中GPA对其被加州大学录取的学生数量、加州大学录取率、大学第一学年GPA、大学毕业GPA以及大学毕业率具有显著正向相关性影响。在学校地域、学校规模以及学校等级这三个非影响因素控制的情况下,从统计学角度来说,回归分析结果显示,学生的高中GPA只对其大学第一学年GPA和大学毕业GPA具有显著正向相关性影响。最后,本研究为我国大学先修课程设置及实施提出了三条参考建议:首先,鼓励更多的学校参与到大学先修课程项目中,让更多有能力的学生可以尽早的接触先修课程,学习新知识,并获得更高层次的培养和学习机会。第二,均衡各学科课程设置,避免出现各学科开设失衡。第三,在大学招生评价中,谨慎使用先修课程成绩和修课数量来评价申请学生的学业成绩。
[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.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G423

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