摘要
运用北京市义务教育阶段三年级学生大规模学业测验数据,对影响学生学业成绩的教师因素、学生因素进行分析。多层线性模型分析结果表明:学生学业成绩具有显著的班级间差异。来自于教师背景因素的教师性别、教龄和专业一致化程度,教师工作因素中的教师是否兼教等对班级学业成绩产生显著影响;来自于学生背景因素的学生性别、独生与否,学生学习因素中的学生自我教育期待、学习习惯、完成作业方式、课外阅读量、课外学习情况等对学生学业成绩产生显著影响。
This study examines the impact of the teacher＇ s and student＇ factors to their academic performance, based on an analysis to the test data from Beijing large scale 0ssessment in compulsory education. The teacher＇s factor includes their personal background and working styles, while student＇ s factor includes of their personal background and learning styles. Through a multilevel analysis, it found that： 1 ） Students＇ performance shows significant difference among classes ; 2） For the teacher＇s background factor, their gender, years of teaching, and knowledge background have significantly impact on the students＇ performance, while their educational level and academic title show no impact; 3 ） For the teacher＇ s working style factor, whether or not teaching different subject has significant impact on the student＇ s performance, while their week- ly instruction hours shows no impact; 4） For the student＇ s background factors, gender and single child or not show signifi- cant influence on their performance, while local or non - local identification has no influence; 5 ） For student＇ s learning style factor, their self education expectation, learning habit, homework completion, reading, and extracurricular study, all have significant impact on their learning, while hours for homework shows no influence.
出处
《教师教育研究》
CSSCI
北大核心
2012年第4期56-62,共7页
Teacher Education Research
关键词
学业成绩
教师因素
学生因素
多层线性模型分析
students＇ academic performance
teacher＇ s factor
students＇ personal factors
multi - linear model analysis
