摘要
在数字化时代,数字设备已成为塑造中学生学科素养的关键性要素。基于2022年国际学生测评项目(PISA)数据,研究实证检验了数字设备使用(学习使用和娱乐使用)对中学生学科素养(数学素养、阅读素养和科学素养)的影响效应。结果表明,数字设备使用对学科素养的提升具有促进作用。但二者之间存在非线性发展机制:学习使用时长在2小时内和娱乐使用时长在1小时内呈现显著的正向促进效应,而超出这一临界阈值则可能导致学科素养的边际递减甚至负向转化。性别维度的差异性分析进一步揭示,相较于女性学生,男性在数学和科学素养的数字设备使用收益更为显著,而女性则在阅读素养的数字赋能路径中展现出更强的认知优势。值得关注的是,父母的参与性介入对学习使用-数学素养、娱乐使用-数学素养及娱乐使用-科学素养的中介调节效应显著。
In the digital age,digital devices have become a key element in shaping the academic literacy of young people.Based on the 2022 International Student Assessment Program(PISA)data,this study empirically examines the impact of digital device usage(learning and entertainment)on the subject literacy(mathematical literacy,reading literacy,and scientific literacy)of middle school students.The results indicate that the use of digital devices has a promoting effect on the improvement of disciplinary literacy.But there is a non-linear development mechanism between the two:the duration of learning use within 2 hours and the duration of entertainment use within 1 hour show a significant positive promotion effect,while exceeding this critical threshold may lead to marginal decline or even negative transformation of subject literacy.The analysis of gender differences further reveals that compared to female students,males have more significant benefits in using digital devices for mathematics and science literacy,while females demonstrate stronger cognitive advantages in the digital empowerment path of reading literacy.It is worth noting that parental involvement has a significant mediating effect on learning use mathematical literacy,entertainment use mathematical literacy,and entertainment use scientific literacy.
作者
阳荣威
李亚洲
叶甲楚
YANG Rong-wei;LI Ya-zhou;YE Jia-chu(Institute of Educational Sciences,Hunan University,Changsha,Hunan,410082,China)
出处
《基础教育》
北大核心
2025年第1期66-78,92,共14页
Journal of Schooling Studies
基金
湖南省教育科学规划重大资助课题“湖南省教育现代化进程测度及调控研究”(JD207264)
湖南省社会科学基金教育学青年项目“数字化背景下湖南中小学STEM教学模式创新与实践研究”(23YBQ022)。
关键词
数字设备使用
学科素养
父母参与
调节作用
use of digital devices
subject literacy
parental involvement
regulatory effect
