学业负担与教学效能的关系——数理分析与学理确证  

Relationship between Study Burden and Teaching Effectiveness——Mathematical Analysis and Theoretical Confirmation

作　　者：罗生全[1,2] 孟宪云[2] 

机构地区：[1]西南大学基础教育研究中心 [2]西南大学教育学部

出　　处：《教育研究》2016年第8期85-91,共7页Educational Research

基　　金：西南大学人文社会科学重大项目"中国课程理论的传统与创新研究"(项目编号:14XDSKZ008)的研究成果

摘　　要：学业负担与教学效能关系密切,不同层次教师教学效能对应学生学业负担水平的均数分布不同,小学阶段和初中阶段的教师教学效能层次越高,其所对应学生的学业负担水平越低;而高中阶段,处于中教学效能的教师所对应学生学业负担的均值最低,低教学效能的教师所对应学生学业负担的均值最高。不断发挥教学效能之于学业负担问题治理作用,就是要把教学效能作为影响学业负担水平变化的中介变量,将教学效能作为学业负担水平合理生成的关键动力,以教学效能作为解决学业负担问题的学理支点。Study burden and teaching effectiveness are closely related, different levels of teachers＇ teaching effectiveness correspond to different distribution of the students＇ study burden level. In primary and junior middle schools, the higher the level of teachers＇ teaching efficiency is, the lower the level of students~ study burden will be; while in high schools, teachers of medium teaching effectiveness are correspond to the lowest of students＇ study burden, teachers in low teaching effectiveness are corresponding to the highest level of students＇ study burden. Constantly making teaching effectiveness have effect in the treatment of study burden is to put the teaching effectiveness as the mediating variable that affects the level of study burden, to serve the teaching effectiveness as the key power to generate reasonable level of study burden, to take teaching effectiveness as a theoretical fulcrum to solve the problem of study burden.

关 键 词：学业负担 教学效能 数理分析 学理确证 

分 类 号：G632.0[文化科学—教育学]