摘要
本研究采用混合研究方法,系统探究校外学习项目对学生学业成绩的时效性影响及其作用机制。研究通过三阶段递进式分析框架展开:首先基于随机效应模型,通过两项元分析分别考察校外学习对学生学业成就的短期影响与长期影响;其次采用主题综合法对定性研究进行深度编码,揭示影响校外学习效果的关键教学因素;最终通过交叉研究技术实现量化与定性研究结果的三角互证。实证分析显示,校外学习对学生学业成就具有显著提升作用,且能有效维持学习成效,但存在显著的层级异质性。调节效应检验发现,地域文化、学科属性、干预周期及学段特征等调节变量对效应量变异具有显著解释力。定性研究进一步揭示,课程适配度、家校协同机制、活动参与深度及评价反馈体系等教学因素在校外学习设计、实施与评估阶段呈现动态交互作用。本研究构建了“校外学习成效影响因素整合模型”,为教育实践提供三点启示:其一,应建立基于证据的校外学习课程开发框架;其二,需重视文化语境对学习迁移的影响;其三,要构建多元协同的实施保障体系。最后,本研究从理论创新、教学改进和政策制定三个维度提出了具体建议。
This mixed-research synthesis examined the short and long-term effects of out-of-school learning(OSL)activities on student achievement and factors affecting these practices.Initially,two meta-analytic reviews examined the short and long-term effects of OSL practices on student achievement under a random-effects model.Then,a thematic synthesis of primary qualitative studies explored the pedagogical factors affecting OSL practices.Finally,results from both phases were integrated through a cross-study synthesis.The study found that OSL significantly improves student achievement,and achievement retention.However,there were considerable within and between-study heterogeneities.The moderator variables of country,discipline area,intervention length,and grade levels significantly contributed to effect size variability in one or both meta-analyses.The thematic synthesis revealed many pedagogical factors and implications that needed consideration when planning for,implementing,and finalizing OSL.Interventions matching the implications drawn from the primary qualitative studies had statistically significant effects on student outcomes in many cases.The study concluded by discussing major findings,conclusions,and implications for future research,teachers,and policymakers.
出处
《中国校外教育》
2025年第4期101-128,共28页
AFTERSCHOOL EDUCATION IN CHINA
基金
2023年上海理工大学外语学院博士科研启动基金项目“中国电影的英译与国际传播效能研究”(项目编号:SLBS2357)
上海理工大学-派德雷信息科技卓越工程师联合培养实践基地。
关键词
校外学习
实地考察
学业成就
学习保持度
Out-of-School Learning
Field Trip
Academic Achievement
Learning Retention
