全球教育展望

深化课堂教学改革是实现教育强国的基础，但尚未有实证研究从国际比较视角全面审视我国教师课堂教学中的结构性问题。本研究基于教师教学国际调查项目(TALIS),采用潜在剖面分析方法为我国上海教师课堂教学进行类型画像，识别教师群体的潜在类别特征，并对标美国教师群体，找寻我国教师课堂教学的优势与不足。研究发现，相比于美国教师，中国上海教师课堂教学呈现“强讲授、弱评价”特征；中国上海教师的课堂教学存在三种实然样态，即教学胜任型、熟练讲授型与综合卓越型，美国教师则存在四种样态，独特在于起步探索型教师；整体上看，教学胜任型是中国上海和美国教师群体的“主力军”,但中国上海教师中综合卓越型比例显著高于美国教师；结构上看，相比于美国教师而言，无论是何种类型的中国上海教师，学生评价和班级管理能力均呈现相对滞后状态。进一步运用Shapley值和Owen值分解法发现，同类教师课堂教学质量差异的关键并不在于外界环境，而是在于教师个体，特别是教师的自我效能感和从教动机。此外，多项逻辑回归发现强化教师自我效能感有助于推动中国上海与美国教师课堂教学类型跃迁；非教学时间与师生关系对上海教师课堂教学分别表现出U型与倒U型预测关系的可能性。基于此，建议从强化教师评价素养、唤醒教师个体能动性、合理调控非教学时间、适度优化师生关系等方向为深化课堂教学改革赋能加力。

Deepening classroom teaching reform is fundamental to building a strong educational powerhouse, yet there is a lack of empirical research that comprehensively examines the structural issues in Chinese classroom teaching from an international comparative perspective. This study, based on data from Teaching and Learning International Survey(TALIS), employs Latent Profile Analysis(LPA) to profile the types of classroom teaching among teachers in Shanghai, China, and identifies latent categories of teacher groups. It also compares these profiles with those of teachers in the United States to identify gaps and deficiencies in the Chinese classroom teaching. The findings reveal that, compared to U.S. teachers, teachers in Shanghai exhibit a “strong instruction, weak evaluation” pattern in their classroom teaching. Three observable profiles of classroom teaching emerge among Shanghai teachers: teaching-competent, proficient-lecturer, and excellence-oriented. In contrast, U.S. teachers exhibit four profiles, including a unique “novice-explorer” type. Overall, the teaching-competent type serves as the dominant category in both teacher cohorts, but the proportion of “excellence-oriented” is significantly higher among Shanghai teachers. Structurally, compared to U.S. teachers, Shanghai teachers, regardless of type, show relatively lagging performance in student evaluation and class management skills. Further analysis using Shapley and Owen value decomposition methods identifies that the key factor contributing to differences in classroom teaching quality within similar teacher types lies not in external environmental factors but in the individual teacher, particularly their self-efficacy and motivation to teach. Additionally, multiple logistic regressions indicate that enhancing teachers' self-efficacy could facilitate the transition of classroom teaching types in both Shanghai and the United States. Non-teaching time and teacher-student relationships show U-shaped and inverted U-shaped predictive relationships with the classroom teaching of Shanghai teachers, respectively. Based on these findings, the study suggests strengthening teachers' evaluation literacy and awakening teachers' agency. Additionally, appropriately managing non-teaching time and optimizing teacher-student relationships are identified as crucial directions for empowering and advancing classroom teaching reform.