公费师范生学业表现的实证研究——基于某部属师范大学的行政数据  

An Empirical Study on Students’ Academic Performance of Public Funded Pre-service Teacher Programs: Based on the Administrative Data of a Top-ranked Normal University in China

作　　者：张新亮 石艳 郑琦 叶晓阳 王娜 ZHANG Xinliang;SHI Yan;ZHENG Qi;YE Xiaoyang;WANG Na(School of Education Science,Nanjing Normal University,Nanjing 210097,China;Faculty of Education,Northeast Normal University,Changchun 130024,China;University of Wisconsin-Madison,Madison 53706,USA;Brown University,Providence 02906,USA;The Career Center of Northeast Normal University,Northeast Normal University,Changchun 130024,China)

机构地区：[1]南京师范大学教育科学学院,南京210097 [2]东北师范大学教育学部,长春130024 [3]美国威斯康辛大学麦迪逊分校,麦迪逊53706 [4]美国布朗大学,普罗维登斯02906 [5]东北师范大学学生就业指导服务中心,长春130024

出　　处：《教育学报》2023年第1期165-181,共17页Journal of Educational Studies

基　　金：国家自然科学基金“循证信息干预对降低幼儿园教师流动的影响研究:基于园长行政支持的随机实验”(项目编号:72274033)的部分研究成果。

摘　　要：自2007年实行并延续至今的公费师范生教育已经进入政策稳定期,在优化教师队伍供给和促进教师职后专业发展的同时,也面临着部分学者和公众的质疑,目前国内学界鲜有使用较为严谨的证据来分析公费师范生学业表现的真实境况。立足于公费师范生在公众话语中可能存在的“高开低走”现象,基于某部属师范大学25万余条本科生课程数据,使用课堂固定效应消除了可能由课程难度和教师打分偏好带来的误差,分析了大学四年期间公费师范生与其它专业类别的学生在共同选修课堂上的学业表现差异。发现,公费师范生大学期间的总体学业表现更好,然而这一优势主要来源于大一,大二和大三学年的成绩却略低于其它专业的学生。进一步的异质性分析表明,公费师范生在师资课、选修课和通识课方面的学业表现更好,而专业课的学业表现相对较差。研究还揭示和讨论了公费师范生政策对学生的潜在影响。Since its launch in 2007, the policy of the public funded pre-service teacher education has been stabilized and has been playing a crucial role in optimizing teacher supplies and promoting teachers’ professional development. However, some scholars and the public still have some doubts about this policy, as there has not been enough rigorous evidence on the effect of its implementation. To investigate the potential strong-start-but-weak-finish phenomenon among pre-service teachers of free teacher education programs, this article analyzed 253 021 students’ coursework data from observations at a normal university directly affiliated with the Ministry of Education. This paper adopted a fixed-effect model to control for the course difficulty levels and variations in the instructors’ grading preferences to conduct overall analyses on the difference in academic performance between pre-service teachers of free teacher education programs and students in other majors during their 4 years of undergraduate studies. Our results show that the former have better overall academic performance in their undergraduate studies, and they perform significantly better than students in other majors in the first semester. A further analysis of heterogeneity shows that pre-service teachers of free teacher education programs have better academic performance in pedagogical, selective, and general courses, but academic performance in major-related courses are relatively poor throughout their four years of undergraduate studies. While they perform significantly higher than students in other majors in their freshman and senior years, the academic performance of sophomore and junior year has no significant advantages. This study reveals and discusses the potential impact of the public funded pre-service teacher education policy.

关 键 词：公费师范生政策 学业表现 固定效应模型 行政数据 

分 类 号：G65[文化科学—教育学]