教育科学 ›› 2019, Vol. 35 ›› Issue (2): 1-6.

• 教育基本理论研究 •    下一篇

义务教育质量监测中课业负担分类模型研究

何孟姐1, 杨涛2   

  1. 1.福建省基础教育质量监测办公室,福建 福州 350003
    2.北京师范大学 中国基础教育质量监测协同创新中心,北京 100875
  • 收稿日期:2019-02-25 出版日期:2019-03-15 发布日期:2021-06-30
  • 作者简介:何孟姐(1988- ),女,福建福州人,福建省基础教育质量监测办公室教研员,硕士,研究方向:教育测量与评价;|杨涛(1967- ),女,四川成都人,北京师范大学中国基础教育质量监测协同创新中心副教授,博士生导师,研究方向:教育测量与评价。

On Classification Model of Compulsory Education Student Academic Burden and its Application

He Mengjie1, Yang Tao2   

  1. 1. Fujian Assessment center for Basic Education Quality, Fuzhou 350003, China
    2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, China
  • Received:2019-02-25 Online:2019-03-15 Published:2021-06-30

摘要:

学生课业负担监测结果应为教育行政部门的具体政策制定服务。现有的课业负担量化模型能够为政策改进提供的数据支持有限。本研究提出了学生课业负担分类模型,模型包含客观学习时间、主观心理感受及学业成绩状况三个方面的指标,力图简要呈现课业负担各关键指标间的复杂关系,并使用两步聚类方法分析福建省义务教育质量监测八年级学生数学课业负担相关数据,验证模型的假设,为学生课业负担监测框架制定、结果反馈及政策制定提供参考。

关键词: 课业负担, 义务教育质量监测, 两步聚类

Abstract:

The assessment of student academic burden should serve administrative decision making. Models available for quantitative academic burden analysis are limited in providing data for policy improvement. The classification model of student academic burden in this study contains study time, subjective studying feelings, academic achievement and their complex relationship. The classification model was verified through two-step cluster analysis of Grade 8 student math learning data from compulsory education quality assessment of Fujian province, which can provide reference for setting up frameworks for student academic burden assessments and the subsequent feedback and policy-making.

Key words: academic burden, compulsory education quality assessment, two-step cluster analysis

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