This study was based on Programme for International Student Assessment 2006(PISA2006) data. This studyusesdescriptive statistics, percentiles comparison and multiple regression analysis to compare the relationship between school education resources, scientific activities, and student scientific literacy performance in Macao and Hong Kong. Study also discussed the relevance degree of scientific activities and student interested in science by using correlation analysis. The study found that school resources and scientific activities have some influence on the students' scientific literacy performance, but the impact is not significant. Aspects of school resources, laboratory resources (including laboratory technicians and laboratory equipment) and teacher resource had some effects on students 'scientific literacy performance; science club, science competitions and extracurricular science project for students' scientific literacy performance effects are more significant. However, school science activities and generally students ' interest in learning science is not relevant. The same results of the two regions. Finally, recommends that the educational sector to invest resources to optimize school laboratory resources in order to improve the scientific quality of schools ' performance.

本研究基於國際學生評量項目 PISA2006 的數據，運用描述性統計、百分位 數比較方法及多元回歸分析，比較了澳門和香港的學校教育資源和校園科學環 境與學生科學素養表現的關係；同時運用相關分析法探討校園科學環境與學生 對科學興趣的相關程度。研究發現，學校資源和校園科學環境對學生科學素養 表現有一定的影響，但影響不大顯著。學校資源方面，實驗室資源(包括實驗室 技術員和實驗室硬件設備)和教師資源對學生科學素養的表現影響最大；校園科 學環境方面，科學學會、科學比賽和課外科學專案對學生科學素養表現的影響 較為顯著。另外研究結果顯示，學校舉辦科學活動與普遍學生學習科學興趣的 相關程度不大。兩個地區的結果一致。最後建議教育部門加大投入資源優化學 校實驗室的資源，提高學校科學素養表現。