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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2019年05期

页码:

91-96

栏目:

国际与比较教育

出版日期:

2019-10-20

文章信息/Info

Title:

A?Reflection?on?the?Scientific?Authority?of?PISA’sInfluence:?From?the?Perspective?of?Media?Studies

作者:

王 熙

北京师范大学 教育学部

Author(s):

Wang Xi

Faculty?of?Education,?Beijing?Normal?University

关键词:

PISA; 大众传媒; 教育政策; 意义阐释; 实证科学

Keywords:

PISA;  mass media;  educational policy;  meaning interpretation;  empirical research

分类号:

G513

文献标志码:

A

摘要:

已有的针对PISA影响力的反思大多围绕PISA测评技术本身的科学性，本研究重点关注PISA发挥社会影响力过程中的不确定因素，尤其是社会文化因素。从建构主义的视角出发，PISA测评结果的意涵并非既定、也非固定，而是在情境化的解读中不断得以建构和发展变化。由于当今媒介力量的参与，从PISA公布其测评结果到各国各地教育政策与实践的变革不是一个简单的“信息直达”与“刺激反应”过程，而要经过复杂的意义阐释与再阐释。媒介所受的外在影响，媒介自身的兴趣与利益诉求，以及媒介受众做出的被动或主动的意义阐释都会增加这种意义流变的复杂性。正是这种复杂性使得PISA发挥影响力的过程远超出实证科学话语的解释力。

Abstract:

Most of the existing reflections on PISA’s influence focus on the scientific nature of PISA assessment technology itself. This study focuses on the uncertain factors in the process of PISA exerting its social influence, especially social and cultural factors. From the perspective of constructivism, the meaning of PISA results is not pre-established or fixed, but constantly constructed and developed in the context of interpretation. Due to the participation of media forces nowadays, from the publication of PISA results to the reform of educational policies and practices in various countries is not a simple process of “direct information” and “stimulus response”, but a process of complex interpretation and reinterpretation of meaning. The external influences on the media, the interest and interest demands of the media themselves, and the passive or active interpretation of the meaning made by the media audience will all increase the complexity of such meaning evolution. It is this complexity that makes PISA exert its influence far beyond the explanatory power of empirical scientific discourse.

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更新日期/Last Update: 2019-10-20