父母教育参与的国际测评框架与本土化思考OACHSSCD

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.