|本期目录/Table of Contents|

[1]王 熙.反思PISA影响力的科学权威—— 基于媒介研究视角的分析[J].清华大学教育研究,2019,(05):91-96.
 Wang Xi.A?Reflection?on?the?Scientific?Authority?of?PISA’sInfluence:?From?the?Perspective?of?Media?Studies[J].TSINGHUA JOURNAL OF EDUCATION,2019,(05):91-96.
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反思PISA影响力的科学权威—— 基于媒介研究视角的分析
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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.

相似文献/References:

[1]王蕾,佟威.能力考查:PISA命题对高考命题的启示[J].清华大学教育研究,2015,(06):93.
[2]周金燕.15周岁学生如何看待学校教育的适应性——来自中国上海PISA的证据及影响因素分析[J].清华大学教育研究,2016,(02):80.
[3]辛涛 姜宇王旭冉.从教育机会到学习机会:教育公平的微观视域[J].清华大学教育研究,2018,(02):18.[doi:10.14138/j.1001-4519.2018.02.001807]
 XIN Tao JIANG YuWANG Xu-ran.From?Opportunity?of?Education?to?Opportunity?to?Learn:A?New?Perspective?of?Educational?Equity[J].TSINGHUA JOURNAL OF EDUCATION,2018,(05):18.[doi:10.14138/j.1001-4519.2018.02.001807]

更新日期/Last Update: 2019-10-20