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.
纪德奎. (2011). 新课改十年:争鸣与反思——兼论新课改如何穿新鞋走出老路. 课程·教材·教法,31(3),18-24
胡咏梅, 唐一鹏. (2018). 学习策略与教学策略哪个更重要?. 北京师范大学学报(社会科学版),(3),35-46
胡咏梅, 唐一鹏. (2018). 公共政策或项目的因果效应评估方法及其应用. 华中师范大学学报(人文社会科学版),57(3),168-181
王蕾, 佟威. (2015). 能力考查:PISA命题对高考命题的启示. 清华大学教育研究,36(6),93-98
杨钋, 徐颖. (2017). 数字鸿沟与家庭教育投资不平等. 北京大学教育评论,15(4),126-154
杨振宇, 张程. (2016). 城乡迁移对农村籍父母教育观念与行为的影响. 清华大学教育研究,37(4),71-82
张民选, 陆璟, 占胜利, 朱小虎, 王婷婷. (2011). 专业视野中的PISA. 教育研究,32(6),3-10
张文静, 辛涛. (2012). 阅读投入对阅读素养影响的跨文化比较研究——以PISA 2009为例. 心理发展与教育,28(2),175-183
张亚星. (2018). 自主·合作·探究:学生学习方式的转变. 华东师范大学学报(教育科学版),36(1),22-28
周达, 杜宵丰, & 刘坚. (2017). 我国东、中、西部地区四年级学生数学学业表现的现状分析. 上海教育科研,(4),47-50
Blackwell, M., Iacus, S. M., Ki ng, G., et al (2009). CEM: Coarsened exact matching in Stata. Stata Journal, 9(4), 524-546
C ai, Y. Y., & Zhu, X. H (2017). Learning strategies and reading literacy among Chinese and Finnish adolescents: evidence of suppression. Educational Psychology, 37(2), 192-204
Caroa, D. H., Lenkeita, J., & Kyriakides, L (2016). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30-41
Ch iu, M. M., Ch ow, B.W.Y., & Mcbride-Chang, C (2015). Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning and Individual Differences, 17(4), 344-365
Corderoa, J. M., & Gil-Izquierdob, M (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling, 40(6), 1313-1331
Iacus, S. M., Ki ng, G., & Porro, G (2012). Causal inference without balance checking: Coarsened exact matching. Political Analysis, 20(1), 1-24
K im, J. S (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6(1), 7-19
Leopold, C., & Leutner, D (2015). Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies. Metacognition and Learning, 10(1), 1-34
Pe ng, P., Barnes, M., Wa ng, C. C., Swanson, H. L., Dardick, W., L i, S., et al (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y.H (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436-1460
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International University Press.
Nisbet, J., & Shucksmith, J. (1986). Learning Strategies. London: Routledge.
Sulis, I., & Porcu, M (2015). Assessing divergences in mathematics and reading achievement in Italian primary schools: A proposal of adjusted indicators of school effectiveness. Social Indicators Research, 122(2), 607-634
中国人文社会科学核心期刊