家校合作场景中教师评价是如何影响学生发展的——基于对江苏省昆山市家校合作实验学校的配对调查

doi:10.16382/j.cnki.1000-5560.2026.10.007

摘要/Abstract

摘要：

在家校合作场景中，教师评价对学生发展的影响具有特异性。通过对江苏省昆山市97所家校合作实验学校的1673名教师、4050名中小学生及其家长进行配对式问卷调查，研究发现：家校合作场景中教师评价的类型包括低伦理型、低技能型、中素养型、高素养型；不同类型的教师评价对学生发展具有不同的影响，中素养型、高素养型的教师评价对学生发展产生显著正向作用，而低伦理型、低技能型的教师评价未能同时对学生的社会与情感能力、学业表现产生显著正向作用；在教师评价和学生发展之间，师生关系的中介作用以及家庭教育指导、家长参与、师生关系的链式中介作用始终正向显著，而家长参与只在高素养型教师评价的学生发展影响机制中发挥显著正向作用，家庭教育指导的中介作用则随教师类型波动较大。为促进学生发展，应研制结构化、场景化、层级化的中国教师评价素养标准，基于主要类型构建可以优化教师评价及其影响机制的路径，不断细化家校合作在促进学生发展中的关键性作用。

关键词: 家校合作, 教师评价, 社会与情感能力, 学业表现, 影响机制

Abstract:

In the context of home-school cooperation, the influence of teacher evaluation on students’ development is specific. Through a paired questionnaire survey of 1,673 teachers, 4,050 primary and secondary school students and their parents from 97 experimental schools of home-school cooperation in Kunshan City of Jiangsu Province, the study found that the types of teacher evaluations in the home-school cooperation scenario include low-ethics, low-skills, medium-literacy, and high-literacy. Different types of teacher evaluations have different influences on students’ development. Teacher evaluations of medium and high qualities have a significant positive effect on students’ development, while teacher evaluations of low ethics and low skills do not simultaneously have a significant positive effect on students’ social and emotional skills as well as academic performance. Between teacher evaluation and student development, the mediating role of the teacher-student relationship, as well as the chain mediating role of family education guidance, parent participation, and the teacher-student relationship, has always been positively significant. However, parent participation only plays a significant positive role in the student development influence mechanism of high-quality teacher evaluation, while the mediating role of family education guidance fluctuates greatly with the type of teacher. To promote students’ development, it is necessary to develop structured, scenario-based and hierarchical standards for Chinese teacher evaluation literacy. Based on the main types, a path that can optimize teachers’ evaluation and its influence mechanism should be constructed, and the key role of home-school cooperation in promoting students’ development should be continuously refined.

Key words: home-school cooperation, teacher evaluation, social and emotional skills, academic performance, influence mechanism

杨帆, 钱永慧, 蒋松言, 朱蓥彬, 夏之晨. 家校合作场景中教师评价是如何影响学生发展的——基于对江苏省昆山市家校合作实验学校的配对调查[J]. 华东师范大学学报(教育科学版), 2026, 44(10): 88-105.

Fan Yang, Yonghui Qian, Songyan Jiang, Yingbin Zhu, Zhichen Xia. How Does Teacher Evaluation Affect Students’ Development in the Context of Home-school Cooperation: Based on A Paired Survey of Experimental Schools for Home-school Cooperation in Kunshan City[J]. Journal of East China Normal University(Educationa, 2026, 44(10): 88-105.

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分类	教师性别		教师教龄
分类	女	男	4年及以下	5-9年	10-14年	15-19年	20年及以上
人数	596	1077	448	521	291	150	263
比重（%）	35.6	64.4	26.8	31.1	17.4	9.0	15.7
分类	教师学历			教师职称
分类	大专及以下	大学本科	研究生	三级或未定	二级	一级	高级及以上
人数	82	1389	202	286	592	656	139
比重（%）	4.9	83.0	12.1	17.1	35.4	39.2	8.3
分类	学生性别		学生学段			监护人性别
分类	女	男	小学	初中	高中	女	男
人数	1865	2185	2569	1090	391	2436	1614
比重（%）	46.0	54.0	63.4	26.9	9.7	60.1	39.9

题号	题项	因素1	因素2	因素3	共同度
NO01	我能在家访、家长会、校园开放日等活动中充分地将学生的在校表现传达给家长	.874			.801
NO05	我能够结合学生的综合表现向家长提供家庭教育的有效建议	.872			.850
NO03	我能够把学生的在校情况分析给家长听并让他们理解如何配合学校进行教育	.843			.739
NO02	我知道如何使家长与自己形成共同的评价目标并吸引家长参与到子女的教育环节中来	.749			.633
NO04	我能够让家长明白学校进行教育评价的目的是为了培养学生而不是为了对学生进行排名	.681			.664
NO08	我认为应该定期和家长交流学生的在校表现		.930		.867
NO09	我认为应该向家长说明学生存在的不足或问题		.903		.840
NO06	我认为向家长客观准确地传达学生发展状况非常重要		.885		.796
NO07	我希望通过教育评价使得学校与家长之间形成教育合力		.830		.695
NO11	我认为应该要让家长认识到评价的作用是促进学生更好的发展		.655		.676
NO10	我会有意识地让家长理解并接受学生的评价结果		.641		.676
NO14	在家长会、校园开放日等公共场合，我不会公布学生的评价结果			.759	.583
NO13	我非常重视评价对家庭的影响，不会使用带有伤害性的评价语言			.706	.699
NO12	在与家长交流学生的在校表现时，我会注意规避家庭矛盾的发生			.655	.605
NO15	我乐于与家长谈论学生的闪光点，而不是仅仅用分数来评价学生			.652	.700
NO16	我不会为了满足自己或集体的利益，而做出不利于学生发展的评价			.622	.616
特征值		6.626	3.467	1.349
贡献率		26.155	25.580	19.778	71.512

模型	k	AIC	BIC	SSA-BIC	Entropy	LMR(p)	BLRT(p)	各潜在类别占比
一	2	7460.236	7514.459	7482.691	.918	<.001	<.001	.448/.552
二	3	6254.058	6329.971	6285.495	.941	<.001	<.001	.062/.448/.490
三	4	5681.933	5779.536	5722.352	.946	<.001	<.001	.059/.336/.112/.493
四	5	4934.131	5053.423	4983.532	.960	<.001	<.001	.032/.114/.225/.179/.396

变量	1	2	3	4	5	6	7	8	9	10
1.教师性别	1
2.教师学历	−.122^**	1
3.教师职称	.095^**	.076^**	1
4.教师教龄	.124^**	−.166^**	.720^**	1
5.教师评价	−.010	.120^**	.088^**	.045^**	1
6.家庭教育指导	.012	.046^**	.026	.020	.242^***	1
7.家长参与	−.027	.020	.032	.025	.445^***	.202^***	1
8.师生关系	−.013	.016	.006	−.013	.326^***	.173^***	.390^***	1
9.学业表现	−.012	.008	.017	−.001	.315^***	.166^***	.366^***	.650^***	1
10.社会与情感能力	−.006	.011	.006	−.015	.360^***	.174^***	.377^***	.689^***	.844^***	1
平均数	.356	2.557	2.387	4.068	4.590	4.176	3.091	4.147	4.169	4.263
标准差	.479	1.381	.863	.422	.542	.801	.574	.815	.656	.543

变量	低伦理型(C1)	低技能型(C2)	中素养型(C3)	高素养型(C4)	各剖面间的比较
学业表现	4.159	3.860	4.558	4.783	χ²=1344.471^***,C4>C3>C1>C2
社会与情感能力	2.630	3.480	4.243	4.688	χ²=3899.627^***,C4>C3>C2>C1