分层教学对中小学生学业表现的影响研究——基于国内47篇64项实证研究的元分析  

A Study on the Impact of Layered Teaching on the Academic Performance of Primary and Secondary School Students:A Meta-analysis Based on 47 Domestic Papers and 64 Empirical Studies

作　　者：胡尚峰[1] 蒋雪梅 张姝 HU Shangfeng;JIANG Xuemei;ZHANG Shu(Department of Student Affairs,Sichuan Normal University,Chengdu 610066,Sichuan;Faculty of Educational Sciences,Sichuan Normal University,Chengdu 610066,Sichuan)

机构地区：[1]四川师范大学学生工作部,四川成都610066 [2]四川师范大学教育科学学院,四川成都610066

出　　处：《四川师范大学学报（自然科学版）》2024年第5期611-621,共11页Journal of Sichuan Normal University（Natural Science）

基　　金：国家社会科学基金(23BSH116)。

摘　　要：分层教学是因材施教的实践形式,广泛应用于中小学课堂教学.众多学者对分层教学的效果进行了研究,但结论不统一.为此,文章运用元分析方法,探讨分层教学与中小学生学业表现之间的关系.研究发现分层教学对中小学生学业表现有中等正向影响,学科领域对中小学生学业表现起调节作用,学段、干预时间、分组和分层方式对中小学生学业表现不起调节作用.为了更大程度地挖掘分层教学在提升中小学生学业表现方面的价值,文章结合上述研究结论,提出有效开展分层教学的建议.Layered teaching is an important means of individualized teaching,widely used in classroom teaching in primary and secondary school.Numerous scholars have studied the effectiveness of hierarchical teaching,but the conclusions are inconsistent.This article uses meta-analysis method to explore the relationship between hierarchical teaching and academic performance of primary and secondary school students.It is found that hierarchical teaching has a moderate to above promoting effect on the academic performance of primary and secondary school students.The relationship between the two is regulated by the disciplinary field,not by the educational stage,intervention time,the grouping method,or the stratification method.In order to explore the value of hierarchical teaching in improving the academic performance of primary and secondary school students to a greater extent,this article proposes effective suggestions for implementing hierarchical teaching based on the above research conclusions.

关 键 词：分层教学 学业表现 中小学生 元分析 

分 类 号：G424[文化科学—课程与教学论]