教师公平行为、学生表现何以影响学生公平感?——基于分层线性模型(HLM)的实证分析  

How do Teachers'Equity Behaviors and Student Performance Affect Students'Sense of Fairness?An Empirical Analysis Based on Hierarchical Linear Model(HLM)

作　　者：梁茜 皇甫林晓 LIANG Xi;HUANG-FU Linxiao(Shanghai Normal University,Shanghai 200234;Suzhou University of Science and Technology,Suzhou 215009)

机构地区：[1]上海师范大学教育学院,200234 [2]苏州科技大学教育学院,215009

出　　处：《教育科学研究》2024年第2期42-50,共9页Educational Science Research

基　　金：2023年度教育部人文社会科学研究青年基金项目“‘双减’视域下普通高中办学质量评价改革的循证研究”(23YJC880059);2023年度江苏省教育科学规划课题(高校青年专项)“教育数字化转型背景下师范生数字素养测评及提升路径研究”(C/2023/01/98)的成果之一。

摘　　要：基于“承认正义”的理论视角,采用分层线性模型(HLM)的方法探讨教师的分配与程序公平行为以及学生的个体能动表现对于学生公平感的影响。研究发现,学生公平感受学生个体及学校层面多重因素的影响。而其中的核心要素在于教师能否以平等、差异和成就引领的公平理念分配学习机会、履行教学程序,“承认”学生个性与差异的存在,并在日常的教学互动中保障学生的自主权利、公正评价学生的成就。应不断提升教师对于教育公平的理解与实践能力,在师生交往中以平等对待相同、以差别对待不同、以承认引领成就,加强对学生参与和公平感受的关注,从学校文化、资源补偿和生涯指导等方面促进师生互动过程公平。Based on the theoretical perspective of"recognition of justice",this paper uses the hierarchical linear model(HLM)to explore the impact of teachers'distributive and procedural fairness on students'sense of fairness in school.The study found that students'fairness is affected by multiple factors at the individual and school levels.The core element lies in whether teachers can distribute learning opportunities,perform teaching procedures,"recognize"the existence of students'personality and differences,and guarantee students'independent rights and fairly evaluate students'achievements in daily teaching interaction with the fair concept of equality,difference and achievement.Teachers should constantly improve their ability to understand and practice the fairness of education,treat the same equally,treat differences differently,recognize and lead achievements,and pay more attention to students'participation and fair feelings,so as to promote the fairness of teacherstudent interaction process from school culture,resource compensation and career guidance.

关 键 词：师生互动 分配公平 程序公平 学生公平感 分层线性模型 

分 类 号：G639.2[文化科学—教育学]