新高考下高中生减负了吗——浙江新高考首届高中毕业生考试负担调查
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摘要
新高考改革的初衷之一是减轻学生的考试负担,但在实践中却存在争议,即在新高考改革背景下高中生真的减负了吗?本研究以浙江省参加首届新高考的802名高三毕业生和教师为研究对象,采用问卷调查法和访谈法,探讨新高考背景下高中生考试负担的现状和来源。研究发现:新高考下高中生考试负担整体偏重,并未完全实现新高考改革的"减负"初衷;文化资本、家庭社会经济地位(SES)等优势与选科了解度的"马太效应"同考试负担有密切联系;考试内容、学生身心影响对考试负担的正向预测作用较大。研究建议:提高高考的专业化水平,增强测量与评价领域对考试次数等工作的技术支持;加强选考支持性资源建设,全面做好高中学校生涯教育实施的支持、引导与监督工作,为后期选科提供支持;合理设置考试内容、科学控制试题难度与区分度等技术指标,做好考前考后的心理辅导。
In this study, 802 junior high school graduates who participated in the new college entrance examination in Zhejiang Province were selected as the research objects. 724 valid questionnaires were collected by questionnaire survey. The study found that under the background of the new college entrance examination, the examination burden on senior high school students was at a moderately high level, and the examination burden was heavy, especially the examination results and examination time. There is a certain relationship between gender, type of school, family financial situation and examination burden. The examination burden of female is higher than that of male. There is no significant difference between them. Non-characteristic demonstration high school examination burden is higher than students of featured high schools. The examination burden of students with advantaged family economic conditions is higher than that of students with disadvantaged family economic conditions, and there are significant differences. There is a certain relationship between the number of examinations and the college entrance examination results and the examination burden of the students. There is a significant difference between them and the examination burden; The number of examinations is positively correlated with the examination burden. The college entrance examination scores are positively correlated with the examination burden. Based on this, the internal mechanism of the examination should be operated reasonably and the role of participants in the examination should be actively used.
In this study, 802 junior high school graduates who participated in the new college entrance examination in Zhejiang Province were selected as the research objects. 724 valid questionnaires were collected by questionnaire survey. The study found that under the background of the new college entrance examination, the examination burden on senior high school students was at a moderately high level, and the examination burden was heavy, especially the examination results and examination time. There is a certain relationship between gender, type of school, family financial situation and examination burden. The examination burden of female is higher than that of male. There is no significant difference between them. Non-characteristic demonstration high school examination burden is higher than students of featured high schools. The examination burden of students with advantaged family economic conditions is higher than that of students with disadvantaged family economic conditions, and there are significant differences. There is a certain relationship between the number of examinations and the college entrance examination results and the examination burden of the students. There is a significant difference between them and the examination burden; The number of examinations is positively correlated with the examination burden. The college entrance examination scores are positively correlated with the examination burden. Based on this, the internal mechanism of the examination should be operated reasonably and the role of participants in the examination should be actively used.
引文
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[23]周彬.新高考改革:经验、困境与出路[J].教育学报，2018,(04):22-28.
[24]樊丽芳,乔志宏.新高考改革倒逼高中强化生涯教育[J].中国教育学刊，2017,(03):67-71+78.
[25]江珊珊.高中生职业生涯规划现状的调查分析及教育对策[J].中小学心理健康教育，2018,(5):39-42+46.
[26]崔海丽.暂缓实施“一科两考”,稳步推进高考改革[J].教育发展研究，2017,(12):30-37.
[27]俞国良,赵军燕.论学校心理辅导制度建设[J].教育研究，2013,(8):91-94.
[28]刘宝剑.高中生选择高考科目的因素分析与务实策略[J].教育理论与实践，2015,(32):15-17.
[29]教育部关于加强和改进普通高中学生综合素质评价的意见[Z].2018-12-28.
[2]李水山.韩国教育的重大改革进程与效益评价[J].职业技术教育，2003,(31):62-65.
[3]许丽英.中小学生“减负”的症结与出路[J].教育科学研究，2014,(9):47-49.
[4]张琰,朱霞高.考前学生压力状况调查及调适[C].中国会议，2011,(10):558.
[5]王后雄.国外减缓高考竞争压力的改革及启示[J].外国教育研究，2007,(11):60-65.
[6]倪亚红,马陆亭,赵富春.中小学减负政策执行力反思与出路[J].中国教育学刊，2018,(06):39-43.
[7]潘昆峰,刘佳辰,何章立.新高考改革下高中生选考的“理科萎缩”现象探究[J].中国教育学刊，2017,(08):31-36.
[8]刘宝剑.关于高中生选择高考科目的调查与思考——以浙江省2014级学生为例[J].教育研究，2015,(10):142-148.
[9][13][16]张雨强,顾慧,张中宁.普通高中生高考选考科目现状及影响因素研究——以浙江省5所高中首批选考学生为例[J].教育学报，2018,(04):29-38.
[10]金心红,龙安邦.减负:高考制度改革的应有目标[J].河北师范大学学报（教育科学版），2013,(10):51-55.
[11]刘盾.新高考改革之现实审思与理论分析——以考试科目、次数及赋分方式为重点[J].复旦教育论坛，2017,(03):11-17.
[12]苗学杰.英国“高考”一年多考政策实施的教训与警示[J].中国教育学刊，2015,(05):91-96.
[14]胡金平.三十余年来高考政策研究的社会学审视[J].教育学报，2011,(4):19-26.
[15]王存宽,吕慈仙,杨桂珍.从“总分匹配”到“专业导向”——高考志愿模式的转变对高校专业建设的驱动作用分析[J].教育研究，2016,(6):81-88.
[17]浙江省人民政府.浙江省人民政府关于进一步深化高考综合改革试点的若干意见[EB/OL].http://www.zj.gov.cn/art/2017/11/29/art_32431_295370.html,2017-11-29/2018-12-28.
[18]浙江省教育厅关于印发《浙江省普通高中学科教学指导意见（2014版）》的通知[EB/OL].http://www.zjedu.gov.cn/news/26875.html.2018-12-28.
[19]王睿轲,马鑫,李翔,伍妍.高中毕业班学生高考压力与心理健康的关系[J].国际病理科学与临床杂志，2013,(06):511-514.
[20]苗学杰.英国大学招生考试“一年多考”的制度设计、社会争论与发展趋势[J].比较教育研究，2015,(04):64-71.
[21]张卫.关于高考外语科“一年多考”的背景、问题及对策的思考[J].课程.教材.教法，2016,(07):96-100+49.]
[22]谢杰.重复考试效应研究[D].南京：东南大学，2015,(1):35-41.
[23]周彬.新高考改革:经验、困境与出路[J].教育学报，2018,(04):22-28.
[24]樊丽芳,乔志宏.新高考改革倒逼高中强化生涯教育[J].中国教育学刊，2017,(03):67-71+78.
[25]江珊珊.高中生职业生涯规划现状的调查分析及教育对策[J].中小学心理健康教育，2018,(5):39-42+46.
[26]崔海丽.暂缓实施“一科两考”,稳步推进高考改革[J].教育发展研究，2017,(12):30-37.
[27]俞国良,赵军燕.论学校心理辅导制度建设[J].教育研究，2013,(8):91-94.
[28]刘宝剑.高中生选择高考科目的因素分析与务实策略[J].教育理论与实践，2015,(32):15-17.
[29]教育部关于加强和改进普通高中学生综合素质评价的意见[Z].2018-12-28.