摘要
教师是落实“立德树人”根本任务的关键力量,但传统研究通常认为教师对儿童学业成就的作用主要通过课程和教学过程实现。文章聚焦教师家校社协同行为对儿童学业成就的作用,基于某县调查数据,通过带交互效应的定序因变量概率回归模型,发现尽管存在学校条件越好、教师职称越高,儿童学业成就越好的趋势,但教师在课程和教学之外的家校社协同育人行为对儿童学业成就存在直接和间接的促进作用,特别有助于农村学校和职称较低的教师缩小与优势学校、高职称教师间在儿童学业成就上的差距。研究认为,在高质量教育体系建设及教育优质均衡背景下,儿童学业成就应建立“不只课程教学”的大教育格局,教师协同育人能力应纳入教师专业发展和能力建设中;面向高质量教育体系的教育政策,在注重经费、硬件方面的“硬投入”基础上,还要加强“软投入”,增强教师协同育人专业技能和能力,从而促进儿童学业成就的整体性提升。
Teachers are the key force in implementing the fundamental task of cultivating morality and talents,but traditional research believes that the role of teachers in children’s academic achievement is mainly achieved through curriculum and teaching process.This study focuses on the teachers’role of school-family-community partnerships in children’s academic achievement.Based on the survey data from a county,through ordered probit regression models with interaction effects,the study found that although there is a trend that the better the school conditions and the higher the teacher’s title are,the better the children’s academic achievements are,and teachers’school-family-community collaborative education behavior outside of curriculum and teaching has direct and indirect effects on children’s academic achievement,especially for rural schools and teachers with lower titles.The study believes that in the context of building a high-quality education system and equal and high-quality education,children’s academic achievement should establish an educational pattern beyond“just curriculum teaching”.and collaborative education ability should be incorporated into teachers’professional development and capacity building;education policies aimed at high-quality education systems should not only focus on“hard investment”in funding and hardware,but also strengthen“soft investment”to enhance teachers’professional skills and abilities in collaborative education,thereby promoting the overall improvement of children’s academic achievements.
作者
张俊
康丽颖
顾理澜
Zhang Jun;Kang Liying;Gu Lilan
出处
《教育学术月刊》
北大核心
2023年第4期11-18,共8页
Education Research Monthly
基金
国家社科基金教育学一般课题“面向高质量教育体系的家校社共育机制研究”(编号:BHA210129)。
关键词
教师协同育人
家校合作
课程教学
儿童成长
定序因变量回归模型
teacher collaboration education
school-home partnerships
curriculum teaching
children’s development
ordered probit regression model
