何种教学策略更有效——来自中国教育追踪调查的经验证据  

Which Instructional Strategies are More Effective——Empirical Evidence from China Education Panel Study

作　　者：范勇[1,2] 刘亚芳 FAN Yong;LIU Yafang

机构地区：[1]南京信息工程大学教师教育学院,南京210044 [2]亳州职业技术学院药学院,亳州236800

出　　处：《中国人民大学教育学刊》2022年第3期151-165,共15页Renmin University of China Education Journal

基　　金：国家社会科学基金教育学重大课题“中国特色社会主义教育制度优势及转化为治理效能的实现路径研究”(VGA200001)。

摘　　要：教师教学策略是影响学生学业表现的关键因素,基于中国教育追踪调查(CEPS)基线数据探讨不同类型教学策略对学生学业表现的影响效果,对于提升学校教学质量具有重要意义。多层线性回归模型结果表明:以教师讲授与师生互动讨论为核心的教师主导教学策略对学生学业表现具有显著正影响,以分组讨论为核心的学生主导教学策略对学生学业表现没有显著性影响。为此,应当深入理解不同类型教学策略对学生学习的影响效果,探索使用更优教学策略来提升学生学业表现,科学看待分组教学在课堂教学中的作用。同时更要理性对待以讲授法为主的教学策略,注重教师教学能力的提高。Teachers’instructional strategy is a critical element in influencing student academic performance.The paper aims to explore the impact of various instructional strategies on middle school students’academic performance based on the baseline data of China Education Panel Study(CEPS),which provides suggestions for improving the quality of teaching in schools.Results of multi-level models show that:lecture and interaction between teacher and students as the core of teacher-directed instruction significantly improved students’academic performance,while student-directed instruction with a group discussion strategy had no significant effect on student performance.Therefore,it is important to deeply understand the impact of the three teaching strategies on students’learning.We should have a deeper understanding of the effects of different types of instructional strategies on student learning,explore the use of better instructional strategies to improve student academic performance,and take a scientific view of the role of group teaching in the classroom.Finally,it is also necessary to rationally view the instructional strategy based on the lecture and pay attention to the improvement of teachers’teaching skills.

关 键 词：教师主导教学策略 学生主导教学策略 讲授法 学生学业表现 CEPS 

分 类 号：G420[文化科学—课程与教学论]