华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (5): 12-54.doi: 10.16382/j.cnki.1000-5560.2021.05.002

• 专刊 · 第一辑 • 上一篇    下一篇

区域教研对学生学业成绩影响的实证研究——以北京市海淀区为例

魏易1, 罗滨2, 林秀艳2, 杨智君2, 王梦2   

  1. 1. 北京大学中国教育财政科学研究所,北京 100871
    2. 海淀区教师进修学校,北京 100195
  • 出版日期:2021-05-20 发布日期:2021-05-24

The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing

Yi Wei1, Bin Luo2, Xiuyan Lin2, Zhijun Yang2, Meng Wang2   

  1. 1. China Institute for Educational Finance Research, Peking University, Beijing 100871, China
    2. Beijing Haidian Teachers Training College, Beijing 100195, China
  • Online:2021-05-20 Published:2021-05-24

摘要:

教师专业发展是提高学校教育质量和学生学业成绩的关键因素。随着各国对教师专业发展的重视和投入的增加,政策制定者越来越重视教师专业发展的有效性研究。本研究聚焦具有中国特色的区县基础教育教学研究体系,基于北京市海淀区2016—2019年高中阶段学生及其任课教师、所在学校相匹配的数据,采用增值模型、多层线性模型和结构方程模型,分析教师参与区级和校本教研活动对教师的教学实践、自我效能和学生学业成绩的影响。分析结果显示:(1)教师参与区级教研活动的程度对学生成绩有显著的正向影响,其中聚焦于学科课程内容的教研活动对学生成绩的增值作用尤其显著;(2)参与区级教研活动程度较高的教师具有更高的自我效能感,在其课堂教学过程中更倾向于组织探究性和以学生为中心的教学活动,以及采用更加多元的评价策略;(3)教师参与校本教研活动的程度对学生成绩同样具有显著的正向影响,教师之间的非正式交流的积极作用不容忽视;(4)对校本教研的中介作用的分析显示,区级教研通过提升教师校本教研的参与程度,间接影响教师教学实践。

关键词: 教师专业发展, 区域教研, 学业成绩, 增值评估

Abstract:

Teacher professional development is one of the key factors to ensure the quality of school education and student achievement. With the increasing emphasis on teacher professional development, policymakers around the world have paid more and more attention to the effectiveness study of teacher professional development. Using high school student achievement and transcript data linked to their subject teachers and school from Haidian district in Beijing during 2016—2019, this study applied the Value-Added Model, Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM) to examine the effects of teachers’ participation in district-level and school-level teaching-research activities on teaching practice, teachers’ self-efficacy, and student achievement in standardized high-stakes testing. The findings show that: (a) the degree of teachers’ participation in district level teaching-research activities has a significant positive impact on students’ performance, in which the effects of activities focusing on the subject and curriculum content knowledge is particularly significant; (b) teachers with a higher degree of participation in district-level teaching-research activities have a higher sense of self-efficacy, and they tend to use more inquiry-based, student-centered teaching practice and adopting more diversified evaluation strategies; (c) the degree of teachers’ participation in school-based teaching and research activities also has a significant positive impact on students’ performance, and the role of informal communication between teachers is also important; (4) district-level teaching-research activities also affect classroom teaching practices indirectly by improving teachers’ participation in school-based teaching-research activities.

Key words: teacher professional development, teaching- research system, student achievement, value-added evaluation