“应试”教学如何影响学生创造力发展--基于SSES2019调查数据的实证分析  

How“Exam-oriented”Teaching Affects the Development of Students’Creativity:An Empirical Analysis Based on SSES Data

作　　者：钱佳[1] 李青青 QIAN Jia;LI Qing-qing(School of Education,Central China Normal University,Wuhan,Hubei,430079,China;Collaborative Innozation Center of Assessment for Basic Education Quality,Beijing Normal University,Beijing,100875,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《基础教育》2024年第4期59-74,共16页Journal of Schooling Studies

基　　金：国家社会科学基金“十四五”规划2023年度教育学一般课题“普通高中多样化发展的办学成本测算与分类支持政策研究”(项目编号:BFA230087)。

摘　　要：高创造力是拔尖创新人才的关键特质,但关于教学如何影响学生创造力发展尚缺乏足够的实证分析。基于SSES2019的中国数据发现:第一,OLS和Shapley值分解结果表明,“应试”教学对学生创造力发展的影响显著为负,且“应试”教学的各项维度对学生创造力的影响存在差异。第二,分位数回归结果表明,“应试”教学对学生创造力发展的影响会因为个体创造力水平的不同而表现出“保障底部、制约拔尖”的差异性。第三,门槛效应分析结果表明,“应试”教学对学生创造力的影响存在家庭社会经济地位门槛,即“应试”教学对优势家庭的回报率更高,而对弱势家庭的消极影响也更大,呈现出“强者愈强、弱者愈弱”的“马太效应”。第四,中介效应检验结果表明,“应试”教学可通过降低学生的不确定性容忍度,抑制学生的好奇心和怀疑精神,降低学生内在动机,制约学生合作能力提升等多重传递机制间接消极影响学生创造力的发展。研究认为,应以学生创造力发展规律为遵循,通过优化教学方式与管理方式、减轻作业负担、完善评价体系,纠正“应试”教学中的偏差;以学生发展水平为依据,在分类而不分等的教学中,满足底部学生和拔尖学生创造力培养的差异化需求;以家庭教育指导为抓手,加强学校指导,弥补弱势家庭学生的创造力差距,助推创造力培养落到实处。The cultivation of top innovative talents under the background of“exam-oriented”teaching is a major issue related to national security and competitiveness and the perfection of education system.Based on the data of SSES2019,it is found that:(1)“Exam-oriented”teaching has a significantly negative impact on the development of students’creativity,and there are differences in the impact of various dimensions of“exam-oriented”teaching on students’creativity.(2)The impact of“exam-oriented”teaching on students’creativity shows differences in students with different levels of creativity.(3)The impact of“exam-oriented”teaching on students’creativity exists at the threshold of family socioeconomic status,that is,the return rate of“ex-am-oriented”teaching on advantaged families is higher,while the negative impact on disadvantaged families is also greater,showing the“Matthew effect”of“the strong become stronger and the weak become weaker”.(4)“Exam-oriented”teaching indirectly negatively affects the development of students’creativity by reducing students’uncertainty tolerance,inhibiting their curiosity and skepticism,reducing their internal motivation,and restricting their co-operation ability.It is suggested that we should follow the law of students’creativity development,correct the deviation of“exam-oriented”teaching by op-timizing teaching and management mode,reducing homework burden and perfecting evaluation system.Based on the development level of students,the dif-ferentiated needs of creativity cultivation of bottom students and top students can be satisfied in the classified and ungraded teaching.With family education as the starting point,strengthen school guidance,make up for the creativity gap of students from disadvantaged families,and promote the cultivation of cre-ativity.

关 键 词：“应试”教学 创造力 社会情感能力 拔尖创新人才 实证分析 

分 类 号：G420[文化科学—课程与教学论]