学校和家庭投入对儿童非认知能力发展的影响效应研究

研究表明，儿童的非认知能力发展，如责任心、合作能力和社会参与能力等，对其未来的工作和生活是至关重要的。但当今中国教育仍然过于偏重认知技能，考试成绩是教育评价最主要的指标，导致中国学生的非认知能力发展很不足。要促进儿童的非认知能力发展，首要解决的问题是找出影响儿童非认知能力发展的因素。但已有的教育生产函数研究主要是围绕偏重认知能力的学业成绩展开的。这可能是受制于非认知能力难以测量的缘故。随着心理学在开发非认知能力测量工具上取得的进展，这一难题逐步得到解决，为拓展非认知能力的教育生产函数研究提供了前提条件。本项目即在这一背景之下，借鉴心理学的研究成果来拓展教育生产函数模型，通过使用对中国东部、中部和西部的学生和家长的问卷调查数据，找出影响中小学生非认知能力发展的家庭和学校教育投入要素及其效应，为促进学生非认知能力发展的教育资源配置提供新的发现和证据

.Many empirical studies have provided evidences that students’ non-cognitive abilities, such as responsibility, cooperative and social participation abilities, have great impacts on their future economic lives. However such abilities are not yet brought to the perspectives of the people in China. Student’s examination scores are still the most key indicator to evaluate educational achievement, and as a result students in China are lack of non-cognitive ability development. In order to improve students’ non-cognitive ability, the first question is that we should identify the factors that significantly affect students’ non-cognitive abilities. For the most previous studies of education production function, the output is set by the test score representing the student’s cognitive ability, conditioned by the difficulties of measuring students’ non-cognitive ability. However, with the developing of the psychology, instruments to measure non-cognitive abilities has been made much progress in recent years, which might provide the condition to expand the education production function models. This project will expand the educational production with the achievement in measuring the non-cognitive abilities by psychologists. The object is to identify factors, including whatever from schools or families, that affecting the development of students’ non-cognitive ability, and ways of which to be organized. The result can provide new evidences and recommendation on how to improve students’ non-cognitive abilities for the decision-makers..