基础教育集团化办学促进了师资均衡吗——基于南京市小学校级数据的政策效果分析  

Has Collectivization School-running Promoted the Equilibrium of Teacher Resource:A Policy Effect Analysis Based on the School-level Date of Elementary School in Nanjing

作　　者：李多慧 姚继军[1] LI Duo - hui;YAO Ji - jun(School of Education Science, Nanjing Normal University, Nanjing,210097, China)

机构地区：[1]南京师范大学教育科学学院

出　　处：《基础教育》2019年第3期58-69,共12页Journal of Schooling Studies

基　　金：国家社会科学基金“十三五”规划2016年度教育学重点课题“义务教育学校办学标准化建设研究”(AHA160006)系列成果之一;“江苏高校优势学科建设工程资助项目”(PDPA)资助

摘　　要：集团化办学已经成为很多地方推进教育优质均衡发展的重要举措。但直到目前为止,相关研究大多为学理探讨,缺少对这一政策执行效果的实证研究证据,严谨的因果关系推断研究更是缺乏。针对于此,本文利用2009-2015年南京市小学校级面板数据,采用双重差分倾向得分匹配法(PSM-DID)评价了集团化办学政策对师资均衡的影响。实证结果表明,集团化办学政策导致了师生比出现一定程度的下降;提高了具有中级职称教师的占比,但在高水平师资均衡方面,尤其是提高拥有硕士学历和高级职称教师的比例方面,却并未发挥实质性作用。主城区和非主城区的子样本回归结果亦表明,这一政策在消弭区域间、校际间师资差距,实现高水平师资均衡方面,较之政策目标仍有一定距离。因此,应进一步强化内涵式发展的集团化办学理念,优化集团内部师资培养与交流机制,积极探索新型集团化办学治理体系,以更好地通过集团化办学促进师资均衡。school collectivization policy has become the most important measure to balance education quality development. But up to now, most of the relative research focus on the theory study rather than the real effect of the policy implement. Causal inference studies are mostly needed. This paper uses panel data of school-level about primary school in Nanjing from 2009-2015, and evaluates the effect of school collectivization policy on teacher resource equilibrium with PSM-DID method. The result indicates that, the school collectivization policy has led to a certain degree of decline in teacher-student ratio, in the same time, it has increased the ratio of teachers with a medium-grade professional title to all the teachers. But when it comes to the high-level teacher resource equilibrium, it didn t function well, especially in the ratio of teachers with a master s degree to all the teachers and the ratio of having a senior-grade professional title teachers to all. Regression of subsamples of schools which are in or not in the main urban area also shows that there is still a long way to go in realizing the policy goal of eliminating the teacher resources gap in different schools and different areas, as well as achieving the high-level teacher resource equilibrium. Therefore, this paper puts forward three policy suggestions such as intensifying the connotative development theory on school management for school groups, optimizing the system of teacher training and exchanging in school groups, and exploring a new school governance system to enhance teacher resource equilibrium by means of collectivization school-running.

关 键 词：基础教育集团化办学 师资均衡 双重差分 倾向得分匹配 

分 类 号：G40[文化科学—教育学原理]