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教学的有效性是教育研究的一个核心议题,而相关的课堂教学研究大多基于间接性的课堂数据,使得教师效应长期处于"黑箱"状态。本研究利用OECD发布的全球教学洞察(GTI)视频研究对教师和学生的课堂行为进行的教学视频观测而生成的实证数据,聚焦中国上海的初中数学课堂,探析特定的教师课堂教学实践对其学生的学习兴趣、自我效能和成绩的影响。结果发现,社会情感支持和教学质量是描述上海数学课堂特征及差异的关键维度,且前者对学生的一般数学自我效能,后者对学生的数学兴趣都呈现出显著的积极影响。尽管教师的各类教学实践对学生的数学成绩没有直接的显著影响,但社会情感支持和教学质量可通过影响学生自我效能间接地显著作用于学生的学习成绩。
Abstract：Teaching effectiveness is a core issue in educational research, while related research on classroom teaching has been mostly based on indirect classroom data. It remains teacher effectiveness as a "black box" for a long time. This study used the empirical data generated by the GTI video study via video classroom teaching of teachers' and students' classroom behaviors, focusing on junior high school mathematics classrooms in Shanghai, to explore the influence of specific teacher practices on students' interest, self-efficacy, and test scores. The results reveal that social-emotional support and teaching quality are the key dimensions to portray the characteristics and differences of mathematics classes teaching in Shanghai. While the former shows a significantly positive influence on students' general mathematics self-efficacy, the latter has a significantly positive impact on students' mathematics interests. Although teachers' various teaching practices have no significantly direct influence on students' mathematics test scores, social-emotional support and teaching quality influence students' academic performance significantly yet indirectly through general self-efficacy.
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基本信息:
中图分类号:G633.6
引用信息:
[1]朱雁.从视频研究透视课堂教学对学生学习的影响及其路径——基于GTI视频研究上海数据的实证分析[J].全球教育展望,2021,50(01):104-116.
基金信息:
中央高校基本科研业务费专项资金资助,上海市核心数学与实践重点实验室(项目编号:18dz2271000)的研究成果
2021-01-10
2021-01-10