教师课堂教学行为对学生学业成绩的影响:一个跨文化研究

摘要/Abstract

摘要： 教师一向被认为是影响学生学业成绩的重要因素。本研究采用第三次国际数学和科学研究TIMSS2003中的数据,以学生数学成绩为因变量,教师课堂教学行为为自变量,使用多层线性回归的方法,比较了美国、瑞典、日本和香港这四个国家(地区)教师课堂教学行为对学生学业成绩的影响。研究结果发现,教师特定的行为因素,教学的准备、对作业的重视、对考试的重视、对推理和问题解决的重视、电脑的使用确实能有效影响美国和瑞典的学生成绩,但对两个亚洲国家(地区)没有影响;教师的性别、教龄、教育水平、所学专业和教师资格再次被证实对学生成绩没有显著影响;学生的家庭和自身的因素(如学生年龄、性别、完成作业的时间,对数学的自信和对数学的评价)能够对学生成绩产生重要影响。

关键词: 教师, 教学行为, 学生成绩, TIMSS2003

Abstract: A number of researchers have argued that teacher behavior is a powerful predictor of student achievement.The topic of the relationship between teacher's instructional behavior in classroom and student achievement is revisited in an international setting using the Trends in International Mathematics and Science Study (TIMSS) 2003 data,which is analyzed using Hierarchical Linear Model (HLM).The results from USA,Sweden,Japan and Hong Kong show that: (1) Instructional behaviors,like teacher's preparation to teach,teacher's emphasis on mathematic homework,teacher's emphasis on test,teacher's emphasis on reasoning and problem resolving and the use of computers in math class,do have significant positive impact on achievement scores in USA and Sweden,but have no impact in Japan and Hong Kong.(2) In general,teacher's certification variables,including sex,teaching experience,level of education,major and teacher quality,have no significant effect on achievement scores in any countries.(3) The factors of family background and student's own characteristics,such as age,sex,time students spending doing mathematics homework,students' self-confidence in learning mathematics and students' evaluation of mathematics,still have an important effect on student achievement.

Key words: teacher, instructional behavior, students achievement, TIMSS2003

中图分类号:

G441

黄慧静, 辛涛. 教师课堂教学行为对学生学业成绩的影响:一个跨文化研究[J]. 心理发展与教育, 2007, 23(4): 57-62.

HUANG Hui-jin, XIN Tao. Linkage Between Teacher’s Instructional Behavior in Classroom and Student Achievement[J]. Psychological Development and Education, 2007, 23(4): 57-62.

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