上海教育评估研究2026，Vol.15Issue(2)：21-28,8.
父母教育参与的国际测评框架与本土化思考
International Assessment Frameworks of Parental Involvement and Their Localization
摘要
Abstract
As a critical stage in human development,the middle and primary school years place family as a significant predictive factor for children's future prospects,with parental involvement serving as its core component.By examining historical changes in parental involvement within the Programme for International Student Assessment(PISA),three distinct characteristics have been identified,such as a shift from focusing on the quantity of participation to the quality of engagement,a transition from focusing on singular family environment to ecological context involving home-school-community interaction,and a sustained attention to educational satisfaction of parents.Based on this analysis,this study offers insights for the localization of parental involvement assessment in China,including constructing multilevel assessment dimensions under a synergy-based educational context,refining assessment indicators grounded in local culture and educational contexts,and integrating parental involvement into the national compulsory education quality monitoring system.关键词
中小学生/父母教育参与/家庭教育/PISAKey words
Students in middle and primary schools/Parental involvement/Family education/PISA分类
社会科学引用本文复制引用
张琦,钟璟萱,吴燕霞,郑巍..父母教育参与的国际测评框架与本土化思考[J].上海教育评估研究,2026,15(2):21-28,8.基金项目
全国教育科学规划教育部重点课题"法治中国背景下家庭教育指导的实践研究"(DEA220513) （DEA220513）
上海学校德育创新发展专项研究重点攻关项目"大学生心理健康教育工作协同联动机制研究"(2025-dycx-106). （2025-dycx-106）
