华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (3): 93-105.doi: 10.16382/j.cnki.1000-5560.2020.03.009

• 学习科学 • 上一篇    下一篇

如何提升中小学生的学业成绩?——基于学习策略与教学策略改进的视角

唐一鹏1, 王闯2, 胡咏梅3   

  1. 1. 华东师范大学教育学部, 上海 200062;
    2. 澳门大学教育学院, 澳门 999078;
    3. 北京师范大学教育学部, 北京 100875
  • 发布日期:2020-03-11
  • 基金资助:
    国家社会科学基金教育学重大项目“教育适应中国人口结构发展趋势研究”(VGA190003)

How to Improve Students' Academic Performance: A Perspective of Learning and Teaching Strategies

Tang Yipeng1, Wang Chuang2, Hu Yongmei3   

  1. 1. Faculty of Education, East China Normal University, Shanghai 200062, China;
    2. Faculty of Eudcation, University of Macau, Macau, China;
    3. Faculty of Education, Beijing Normal University, Beijing 100875, China
  • Published:2020-03-11

摘要: 从学习策略与教学策略的视角出发,基于中国东部某省份的大规模测评数据探讨何种教学策略和学习策略能够更为有效地提升中小学生的学业成绩。多层线性回归模型的结果表明:认知、元认知和探究性学习三种学习策略均能够显著提升学生成绩,其中认知策略的提升效应最大;因材施教、参与式教学和引导探究三种教学策略均能够显著提升学生成绩,其中引导探究策略的提升效应最大。泛精确匹配(CEM)的准实验设计结果表明,教学策略能够显著促进各类学习策略的提升,特别是针对小学生的认知策略和探究性学习策略,以及初中生的元认知策略的提升作用更大。在以核心素养为标志的中国新一轮课改中,应该深入研究学习策略和教学策略对教与学的影响,注重通过更有效的策略引导来提升学生学业成绩。同时,在未来的考试评价改革中,应该顺应国际教育测评发展趋势,推动中国基础教育考试命题向强调创新能力、合作探究的方向发展。

关键词: 学业成绩, 学习策略, 教学策略, 泛精确匹配方法

Abstract: From the perspective of learning and teaching strategies, and based on a large-scale evaluation data of a province in eastern China, this paper explores what kind of teaching and learning strategies can more effectively improve the academic performance of primary and secondary school students. The results of the multi-level linear regression models show that cognitive strategies (CS), metacognitive strategies (MS) and inquiry strategies (IS) can significantly improve students' performance, among which CS have the greatest effect; individualized teaching strategies (ITS), participatory teaching strategies (PTS) and guided-inquiry teaching strategies (GTS) can significantly improve students' performance, and GTS have the greatest effect. The quasi-experimental design of CEM shows that teaching strategies can significantly promote the improvement of various learning strategies, especially for primary students' CS and MS and junior students' MS.

Key words: academic performance, learning strategies, teaching strategies, Coarsened Exact Matching (CEM)