华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (9): 103-115.doi: 10.16382/j.cnki.1000-5560.2024.09.008

• 改革与发展 • 上一篇    下一篇

集团化办学能否促进城乡学生的非认知能力？

雷万鹏1, 谢静2   

  1. 1. 华中师范大学教育学院，武汉 430079
    2. 武汉市教育科学研究院，武汉 430023
  • 接受日期:2024-04-14 出版日期:2024-09-01 发布日期:2024-08-24
  • 基金资助:
    研究阐释党的十九届六中全会精神国家社科基金重大项目“推进义务教育均衡发展和城乡一体化研究”（22ZDA095）。

Can Running Schools by Group Promote the Development of Urban-ruralStudents’ Non-cognitive Skills？

Wanpeng Lei1, Jing Xie2   

  1. 1. Faculty of Education, Central China Normal University, Wuhan 430079, China
    2. Wuhan Academy of Educational Science, Wuhan 430023, China
  • Accepted:2024-04-14 Online:2024-09-01 Published:2024-08-24

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摘要：

集团化办学是推进义务教育优质均衡发展的有效举措，也是促进教育公平的重要手段。本研究基于Y省3市（州）8县（区）的调查数据，探究集团化办学对学生非认知能力的影响。研究发现：第一，集团化办学能够显著提升城乡学生的情绪稳定性、学校适应和自我控制能力，引入工具变量纠正内生性问题后结论依然成立；第二，异质性分析发现，农村学校集团化办学对中等以上能力水平的学生积极影响更大，在情绪稳定性、自尊和自我控制能力方面呈现出一定的“培优效应”；第三，Oaxaca-Blinder 差异分解表明，集团化办学可在较大程度上解释城乡学生非认知能力差距，并且这种影响主要来自两者在集团校就读回报率上的差异。应进一步优化县域集团化办学布局，完善“以城带乡”跨组织运行机制，并为弱势学生群体提供补偿性支持等，促进城乡义务教育公平而有质量地发展。

关键词: 集团化办学, 非认知能力, 优质均衡

Abstract:

Running schools by group is an effective measure to promote the high-quality and balanced development of compulsory education, and is also an important means to promote educational equity. This study explores the impact of running schools by group on students’ non-cognitive skills based on the survey data of 8 counties (districts) in 3 cities (prefectures) of Y province. The study found that, first, running schools by group can significantly enhance the emotional stability, school adaptation, and self-control ability of both urban and rural students, and the conclusion is still valid after the introduction of instrumental variables to correct the endogenous problems. Secondly, the heterogeneity analysis shows that running schools by group had a greater positive impact on rural students above the intermediate ability level, demonstrating a distinct superiority effect in emotional stability, self-esteem, and self-control ability. Thirdly, Oaxaca-Blinder decomposition results suggests that running schools by group can explain a large extent of urban-rural students’ non-cognitive skills gap, and this effect is mainly due to the difference in the rate of return to study in running schools by group. It is suggested to further optimize the distribution of running schools by group in counties, improve the cross-organizational operation mechanism of driving rural areas by cities, and provide compensatory support for disadvantaged student groups, so as to promote the fair and quality development of compulsory education in urban and rural areas.

Key words: running schools by group, non-cognitive skills, high-quality balance