将PISA 应用于我国义务教育质量监测不可无视两个问题.docVIP

将PISA应用于我国义务教育质量监测不可无视的两个问题 唐圣权 摘要：PISA2009上海项目，开启了用PISA丈量我国义务教育质量的先河。继而有关学者主张，借鉴PISA建构我国的义务教育质量监测体系，以提供中国同世界上其他国家或地区间可比较的教育质量指标，从而为国家教育政策的制定和调整提供依据。然而，当我们将PISA移植于中国义务教育质量监测，并将其结果在国际上进行比较的时候，不可无视两个问题：一是学生生存质量问题；二是教育效率问题。前者关注：学生在教育过程中幸福感如何、承受的压力有多强、失去了多少原本不该失去的东西；后者关注：某一PISA成绩的取得，消耗了多少劳动，花费了多长时间。 关键词：PISA；义务教育；教育质量；监测；生存质量；教育效率 Two Problems which shouldn’t be Ignored while PISA is Applied to the Assessment of Our Compulsory Education Tang Sheng-Quan Abstract: Shanghai’s PISA2009 is a start of applying PISA to the assessment of Chinese compulsory education quality. After that, some scholars proposed that we should learn from PISA and construct our own compulsory education assessment system, so that we can get education quality indicators which can be compared with those of other countries, and provide basis of formulating and adjusting education policies of our country. But while we transplant PISA to China, apply it to the assessment of compulsory education, and compare the assessment results between countries, two problems shouldn’t be ignored. The first problem is the living quality of the students, which is concerned with how happy the students feel in education, how heavy pressure the students sustain, how many things that the students should keep are lost. The second problem is the education efficiency, which is concerned with how much labor and time is cost in the course of achieving a PISA score. Key Words: PISA; Compulsory Education; Education Quality; Assessment; Living Quality; Education Efficiency PISA（Programme for International Student Assessment）即“国际学生评价项目”。它以15岁在校学生为评价对象，目的在于鉴定九年义务教育届满时学生的学业水平，即学生在多大程度上获得了全面参与社会生活所必备的知识与技能。其评价内容包括阅读素养、数学素养、科学素养和问题解决能力四个领域。 PISA由OECD组织（经济合作与发展组织，Organisation for Economic Co-operation and Development）发起，主要由OECD成员国参与，同时也吸纳了一些非成员国家或地区。PISA项目于2000年首次实施，以后每三年一次，以评价年命名。参与评价的国家或地区，PISA2000有43个，PISA 2003有41个，PISA 2006有58个，PISA2009有67个。中国香港、澳门、台北、上海等地区先后参与测试。每个国家或地区参与的学生人数在4500人到10000人之间。目前，PISA已发展成国际上颇具影响力的学业评价项目，被国际社会公认为描述各个