加载中…2012PISA结果新鲜出炉，上海等亚洲国家和地区雄踞榜首
(2013-12-03 20:15:49)
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Asian countries top OECD’s latest PISA survey on state of global education
03/12/2013 - Asian countries outperform the rest of the world in
the OECD’s latest PISA survey, which evaluates the knowledge and
skills of the world’s 15-year-olds.
The OECD’s
PISA 2012 tested more than 510,000 students in 65 countries and
economies on maths, reading and science. The main focus was on
maths. Math proficiency is a strong predictor of positive outcomes
for young adults. It influences their ability to participate in
post-secondary education and their expected future earnings.
Shanghai-China, and Singapore were top in maths, with students in
Shanghai scoring the equivalent of nearly three years of schooling
above most OECD countries. Hong Kong-China, Chinese Taipei, Korea,
Macao-China, Japan, Liechtenstein, Switzerland and the Netherlands
were also in the group of top-performing countries.
“With high levels of youth unemployment, rising inequality and a
pressing need to boost growth in many countries, it’s more urgent
than ever that young people learn the skills they need to succeed,”
said OECD Secretary-General Angel Gurría during the launch in
Washington D.C. “In a global economy, competitiveness and future
job prospects will depend on what people can do with what they
know. Young people are the future, so every country must do
everything it can to improve its education system and the prospects
of future generations.”
The survey reveals several features of the best education systems.
Top performers, notably in Asia, place great emphasis on selecting
and training teachers, encourage them to work together and
prioritise investment in teacher quality, not classroom sizes. They
also set clear targets and give teachers autonomy in the classroom
to achieve them.
Children whose parents have high expectations perform better: they
tend to try harder, have more confidence in their own ability and
are more motivated to learn.
Of those 64 countries with trend data in maths up to 2012, 25 improved in maths, 25 showed no change and 14 did worse. Brazil, Germany, Israel, Italy, Mexico, Poland, Portugal, Tunisia and Turkey have shown a consistent improvement over this period. Shanghai-China and Singapore improved on their already strong performance in 2009. Italy, Poland and Portugal also increased their share of top performers and reduced their share of low performers. Germany, Mexico and Turkey also managed to improve the performance of their weakest students, many of whom came from socio-economically disadvantaged backgrounds. This shows that countries can simultaneously improve equity and raise performance. |
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Giving every child the chance to succeed is essential, says the
OECD. 23% of students in OECD countries, and 32% overall, failed to
master the simplest maths problems. Without these basic skills,
they are most likely to leave school early and face a difficult
future. Some countries have succeeded in helping underperformers:
Colombia, Finland, Ireland, Germany, Mexico and Poland have put in
place systems to identify and support struggling students and
schools early, and have seen the PISA scores of this group
increase.
Other key findings include:
Gender gap
Boys perform better than girls in maths. They scored higher in 37 out of the 65 countries and economies, while girls outperform boys in 5 countries. The gender gap is relatively small though; in only six countries is it greater than the equivalent of half a year of formal schooling.
The gap is widest among top students, still wide among the weakest
students and about the same for average ones. Girls also feel less
motivated to learn maths and have less confidence in their
abilities than boys.
Between 2000 and 2012, the gender gap in reading performance –
favouring girls – widened in 11 countries and economies. Boys and
girls perform similarly in science.
Reading
Of the 64 countries and economies with comparable data up to 2012, 32 improved their reading performance, 22 show no change, and 10 deteriorated. Chile, Estonia, Germany, Hungary, Israel, Japan, Korea, Luxembourg, Mexico, Poland, Portugal, Switzerland and Turkey improved their reading performance across successive assessments.
Across OECD countries, 8.4% of students are top performers in
reading. Shanghai-China has the largest proportion of top
performers – 25.1%. More than 15% of students in Hong Kong-China,
Japan and Singapore are top performers in reading, as are more than
10% of students in Australia, Belgium, Canada, Finland, France,
Ireland, Korea, Liechtenstein, New Zealand, Norway and Chinese
Taipei.
Science
Shanghai-China, Hong Kong-China, Singapore, Japan and Finland are the top five performers in science in PISA 2012. Estonia, Korea, Viet Nam, Poland, Canada, Liechtenstein, Germany, Chinese Taipei, the Netherlands, Ireland, Australia, Macao-China, New Zealand, Switzerland, Slovenia, the United Kingdom, the Czech Republic and Belgium score above the OECD average in science.
Across OECD countries, 8.4% of students are top performers in
science and score at the highest levels. This compares to more than
15% of students in Shanghai-China (27.2%), Singapore (22.7%), Japan
(18.2%), Finland (17.1%) and Hong Kong China (16.7%).
Schools and students
High-performing school systems tend to allocate resources more equitably across socio economically advantaged and disadvantaged schools.
Teacher-student relations improved between 2003 and 2012 in all but
one country, according to students’ reports. The disciplinary
climate also improved during the period, on average across OECD
countries and in 27 individual countries and economies.
Better teacher-student relations are strongly associated with
greater student engagement with and at school.
The share of immigrant students in OECD countries increased from 9%
in 2003 to 12% in 2012. Over this period, the performance
disadvantage of immigrant students compared to students without an
immigrant background but with similar socio-economic status shrank
by 11 score points, equivalent to three months of schooling.
The OECD’s PISA results reveal what is possible in education by
showing what students in the highest-performing and most rapidly
improving education systems can do. The findings allow policy
makers around the world to gauge the knowledge and skills of
students in their own countries in comparison with those in other
countries, set policy targets against measurable goals achieved by
other education systems, and learn from policies and practices
applied elsewhere.
For further information, journalists should contact the OECD Media division (tel. + 33 1
45 24 97 00).
The report, together with country analysis, summaries and data, is
available at
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