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

doi:10.16382/j.cnki.1000-5560.2021.05.002

摘要/Abstract

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

魏易, 罗滨, 林秀艳, 杨智君, 王梦. 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[J]. 华东师范大学学报(教育科学版), 2021, 39(5): 12-54.

Yi Wei, Bin Luo, Xiuyan Lin, Zhijun Yang, Meng Wang. The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(5): 12-54.

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维度	一级指标
1. 背景信息	教师的背景、校长的背景、学校的背景
2. 教师教育	教师参与专业发展活动的情况（类型、时间、影响等）、教师的专业发展需要及阻碍因素、教师专业发展所得到的支持、入职教育、职前教育
3. 教师的教学信念与实践	教师的教学信念、课堂教学实践、教师之间的合作、教师的工作态度、学生评估情况
4. 对教师的评价与反馈	教师评价与反馈的标准、频率、效果、影响
5. 学校氛围和支持	学校纪律、师生关系、教师的工作时间、教师与家长的关系、家长与学校的关系
6. 校长领导力	校长专业发展情况、学校的资源、校长的办学自主权、对教师专业发展的领导、对课程教学的领导

维度	一级指标	二级指标
1. 教师背景信息	个人背景	年龄；性别
1. 教师背景信息	教育背景	学历背景；学科训练
2. 工作情况	职位	与学校劳动关系；职称
	工作经历	教龄；行政职务；工作奖项
	时间安排	教学时间；其他时间
3. 教学情况	教学实践交流合作自我效能	课堂教学活动；学生评价方法；同事交流与合作；与教学实践相关的自我效能
4. 教师专业发展	区级常规教研活动	教研活动参与频率
	区级专题教研活动	“基于学科能力表现的教学改进”专题教研活动的参与频率
		“考试评价研讨”专题教研活动的参与频率
		“深度学习”专题教研活动的参与频率
	校本教研活动	正式和非正式校本教研活动参与频率
5. 评价与反馈	评价主体来源和类型	区教研员；学校教学管理干部；同事；自身
5. 评价与反馈	影响	对教学实践和学生成绩的影响
6. 学校氛围和支持	学校环境	对教研活动的支出；对教师个人和专业发展的支持
6. 学校氛围和支持	工作满意度	职业认同感；学校归属感；倦怠感；工作压力

	文科	理科	总体
2016	2661	7688	10349
2017	2758	7698	10456
2018	2687	7964	10651
2019	2526	8145	10671
总体	10632	31495	42127

		几乎不	每学期1—2次	每学期3—4次	每学期5次以上
教材教法	教龄>5	2.3%	4.0%	11.4%	82.4%
教材教法	教龄≤5	2.6%	9.7%	20.2%	67.5%
研究课	教龄>5	5.6%	31.3%	38.7%	24.5%
研究课	教龄≤5	4.7%	27.8%	39.1%	28.3%
专家讲座	教龄>5	3.3%	40.0%	32.3%	24.4%
专家讲座	教龄≤5	5.5%	37.8%	31.2%	25.5%
课题项目研讨	教龄>5	18.5%	41.6%	23.7%	16.3%
课题项目研讨	教龄≤5	19.9%	37.8%	26.0%	16.3%
中心组活动	教龄>5	76.3%	9.7%	6.5%	7.5%
中心组活动	教龄≤5	75.6%	13.1%	6.6%	4.7%
跨学科教研	教龄>5	70.6%	23.8%	3.8%	1.8%
跨学科教研	教龄≤5	74.5%	20.2%	3.9%	1.3%
学术会议	教龄>5	57.4%	36.4%	4.6%	1.5%
学术会议	教龄≤5	65.1%	31.2%	3.1%	0.5%
教师自己的优秀经验和成果分享	教龄>5	52.1%	40.2%	5.9%	1.8%
教师自己的优秀经验和成果分享	教龄≤5	63.3%	31.0%	4.2%	1.6%

		几乎不	每学期1—2次	每学期3—4次	每学期5次以上
学科课程的整合与开发	教龄>5	18.3%	39.8%	21.7%	20.3%
学科课程的整合与开发	教龄≤5	21.3%	39.4%	26.0%	13.4%
学科核心知识与思想方法的理解	教龄>5	5.6%	29.6%	30.4%	34.5%
学科核心知识与思想方法的理解	教龄≤5	7.1%	33.1%	35.7%	24.2%
学科关键问题的确定	教龄>5	6.3%	27.4%	32.2%	34.1%
学科关键问题的确定	教龄≤5	8.7%	31.5%	36.0%	23.9%
单元整体教学	教龄>5	4.6%	17.5%	29.5%	48.5%
单元整体教学	教龄≤5	6.3%	21.5%	35.4%	36.8%
深度学习活动的设计与实施	教龄>5	8.2%	35.7%	31.3%	24.8%
深度学习活动的设计与实施	教龄≤5	13.4%	34.1%	34.7%	17.9%
促进学习的持续性评价	教龄>5	11.5%	41.1%	28.6%	18.8%
促进学习的持续性评价	教龄≤5	17.3%	39.1%	29.4%	14.2%
中高考命题方向和命题思路	教龄>5	9.4%	43.1%	28.4%	19.0%
中高考命题方向和命题思路	教龄≤5	19.7%	43.0%	25.7%	11.6%
分析和使用学生评价数据	教龄>5	13.0%	45.0%	27.9%	14.1%
分析和使用学生评价数据	教龄≤5	25.7%	42.0%	24.4%	7.9%
跨学科能力的教学	教龄>5	33.2%	43.6%	15.3%	8.0%
跨学科能力的教学	教龄≤5	38.9%	43.3%	13.7%	4.2%