教师课堂教学行为对学生成绩的影响  

The Impact of Teachers’Classroom Teaching Behavior on Student Scores

作　　者：刘鑫桥 魏易 LIU Xinqiao;WEI Yi(School of Education,Tianjin University,Tianjin,300350;China Institute for Educational Finance Research,Peking University,Beijing,100871)

机构地区：[1]天津大学教育学院,天津300350 [2]北京大学中国教育财政科学研究所,北京100871

出　　处：《现代基础教育研究》2022年第2期74-81,共8页Research on Modern Basic Education

摘　　要：该研究对北京市海淀区教师课堂教学行为进行了描述性统计分析,并采用多层线性模型分析不同科目的教师课堂教学行为对学生成绩的影响。研究发现,不同科目教师课堂教学行为对学生成绩的影响存在差异;教师的认知激活水平对学生的语文、数学成绩有显著促进作用,学生参与效能感对学生的数学、化学成绩有显著促进作用,课堂管理效能感对学生的语文、化学成绩有显著的负向作用。建议构建教师分类评价体系,鼓励教师进行启发式课堂教学,进一步推进“以学生为中心”的课堂教学模式,注重课堂深度互动。The research has conducted a descriptive statistical analysis of teachers’classroom teaching behaviors in Haidian District,Beijing,and used a multi-layer linear model to analyze their impact of on students’performance in different subjects.It has found that there are differences in the impact of teachers’classroom teaching behaviors on student performance in different subjects.Teachers’cognitive activation has a significant role in promoting students’Chinese and mathematics scores.Student participation efficacy has a significant role in students’mathematics and chemistry scores,and classroom management efficacy has a significant negative effect on students’Chinese and chemistry scores.It is recommended to build a classification evaluation system for teachers,and encourage them to conduct heuristic classroom teaching,and promote the“student-centered”classroom teaching model,and focus on in-depth classroom interaction.

关 键 词：课堂过程 课堂教学行为 教师自我效能感 课堂教学 学生成绩 

分 类 号：G632.4[文化科学—教育学]