信息技术应用对数字化阅读成绩的影响———基于国际学生评估项目的实证研究

The Impact of Information Technology on Students' Digital Reading Achievement: Evidence from PISA

促进信息技术与教育教学融合发展，依托教育信息化全面推动教育现代化是我国深化教育领域 综合改革与发展战略的重要方针，以信息技术应用驱动教育信息化建设则是“十三五”期间加快我国教育信息 化进程的“机会窗口”本文基于国际学生评估项目（PISA)对中国上海、中国香港、韩国、日本及新加坡学生的 测试数据，从教育生产函数的研究视角探讨信息技术应用对学生数字化阅读成绩的影响。多层线性模型估计结 果表明：1)在控制了学生个体特征及其家庭背景后，学校网络教育资源投入对学生数字化阅读成绩具有正向影 响;2)与其他年龄组相比，7-9岁初次接触互联网对学生数字化阅读成绩的正向影响最大;3)使用社交媒介的时 间对学生数字化阅读成绩的影响显著为负;4)在校使用平板电脑、笔记本电脑对学生数字化阅读成绩均呈显著 负向影响;5)校外上网6小时及以上的学生对学校归属感和幸福感的比例最低，在校孤独感和缺课行为的比例 最高。其政策启示是教育管理部门在充分利用先进信息技术扩大优质教育资源覆盖面的同时，要重视信息技术 对学生成长和发展产生的不利影响，特别是对儿童接触网络时间和校内外上网时间予以规制，加强中学生使用 信息技术学习的正向激励。

Promoting the depth integration of information technology and education is a vital strategy in the process of national comprehensive reform in education. It is also a window of opportunity to accelerate the course of educational informatization. Using the data of Programme for International Student Assessment (PISA) ， this paper examines the effects of information technology on students ' digital reading achievement with the framework of educational production function. Estimations of hierarchical linear modeling show that: 1 ) Controlling for students' individual characteristics and family background， the input of school information resources had positive impact on students， digital reading achievement. 2) Compared with other age cohort， access to the Internet for students at the first time between 7 -9 years old had the biggest positive effect. 3) Using social media had a significantly negative effect on students' digital reading scores. 4) Using tablet and laptop in school had significantly negative effects on students' digital reading achievement. 5) Students who use Internet more than six hours outside the school had lower proportion of school belonging and happiness ， as well as higher school absenteeism ratio and loneliness feeling. These results suggest that education authorities should pay more attention on the negative effects of information technology on students ' growth and development. In particular， parents should control the students ' first time access to the Internet. Education authorities should strengthen internal incentives of information technology for students ' digital learning.