澳門在PISA 2003 數學素養測試計劃中學校歸屬感相關議題之詳盡分析

An In-depth Analysis of the Issue of Sense of Belonging at school in the PISA 2003 Mathematical Literacy Study

澳門於2003 年參加PISA 數學素養測試，學生對學校的歸屬感是所有參加的地方中最低的。對數據進行分析，發現：(1)學生對學校的低歸屬感在澳門中學當中是一個普遍現象，涵蓋所有針對不同家庭社經文化水平學生就讀的學校；(2)學校歸屬感和數學素養表現沒有關連，顯示澳門的高素養表現學生也可能對學校沒有高歸屬感；(3)學生對學校的歸屬感和他們的性別，以及在中小學級別留級重讀等都沒有關連。除了非本土學生對學校的歸屬感過於偏低之外，統計分析進一步揭示與歸屬感這個議題有關的因素有三個：(1)學生對學校的態度；(2)師生關係；和(3)教師對學生在學業上的支持。澳門學校的辦學目標不單要定位在智性思維的培育，也應該顧及感性情意的發展，全面體現全人教育精神。

Macao participated in PISA 2003 mathematical literacy study. In this study， students’ sense of belonging to school ranked bottom amongst all participating countries/economies. Analyses of data revealed: (1) Students’ low sense of belonging to school was a common phenomenon in Macao， and it entailed all schools catering for students from different levels of economic， social， and cultural status (ESCS) of the home; (2) Sense of belonging was not correlated with mathematical literacy， showing that Macao’s high-performing students might not have high sense of belonging to their schools; (3) There were no empirical relationship between sense of belonging and gender of student， and the same was also true for grade repetition in primary and secondary schools. Apart from non-local students’ especially low sense of belonging to school， an in-depth analyses revealed that there were three factors related to the issue of sense of belonging: students’ attitude toward school， student-teacher relations， and academic support rendered by teachers to students. The conclusion proposed that educational objectives of Macao schools should not only be targeted at the cognitive thinking minds， but also the affective feeling hearts so as to exhibit the spirits of all-round education.