體驗區
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| 篇名 |
高学历教师培养的学生成绩更优异吗？——理论争议、实证检验与政策启示
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| 並列篇名 |
Does Teacher’s Degree Level Affect Student Performance? Theoretical Controversy, Empirical Testing and Policy Implication
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| 作者 |
姚昊(YAO Hao)
、马立超(MA Lichao)
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| 中文摘要 |
增加高学历教师供给是新时代促进义务教育优质均衡和高质量发展的新型政策工具。当前国际学术界对教师学历与学生成绩之间关系的研究存在“积极影响”和“无影响”两种观点，前者以人力资本理论、生源筛选分层理论和师生匹配理论为支撑，后者则浮现出教师学历与教学需求不匹配、低学段高学历教师知识溢出、高学历教师缺乏教学经验以及高学历教师教学投入不足四种解释。本研究基于PISA 2018中国四省市数据，采用多层线性模型、PSM稳健性检验和分样本多层线性回归探究教师学历对学生成绩的影响。结果发现，控制学生家庭背景和个体认知水平后，提升教师学历有助于提高学生成绩，倾向得分匹配检验表明结果稳健，且提升教师学历对乡镇学生、弱势家庭学生、大班额学校学生成绩的提升效益更高。针对我国教师学历水平偏低、高学历教师空间分布失衡以及弱势家庭学生接受高学历教师授课的机会缺失等问题，本研究建议通过激活“增量”和优化“存量”扩大高学历教师资源供给，促进学生学业成绩的结果公平，实现更公平更高质量的师资配置。
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| 英文摘要 |
Increasing the supply of highly educated teachers is a new policy tool to promote the high-quality, balanced, and high-quality development of compulsory education in the new era. At present, there are two kinds of arguments, “positive impact” and “no impact” on teachers’ academic qualifications and student achievement in international academic circles. The former is supported by human capital theory, student source screening stratification theory, and teacher-student matching theory. The latter has four explanations: the mismatch between teachers’ educational background and teaching needs, the excess knowledge of teachers with high education in the lower school stage, the lack of teaching experience of teachers, and the lack of teachers’ investment in teaching. Based on PISA 2018 data from four provinces and cities in China, this study uses a multi-level linear model, PSM robustness test, and multi-sample multi-level linear regression to explore the effect of teacher education on academic performance. The results showed that: after controlling for students’ family background and individual cognitive level, improving teachers’ education is helpful to promote students’ achievement, and the propensity score matching test shows that the results are robust. Moreover, improving teachers’ academic qualifications has a better effect on improving the performance of rural students, students from disadvantaged families, and students in large-class schools. In view of the insufficient number of highly educated teachers in my country, the gap in the spatial distribution of highly educated teachers, and the lack of opportunities for students from disadvantaged families to be taught by highly educated teachers, this study proposes to expand the supply of highly educated teachers by activating “incremental” and optimizing “stock” to promote fairness in the outcomes of students’ academic performance and achieve a fair and high-quality allocation of teacher resources.
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| 頁次 |
073-084
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| 關鍵詞 |
教师学历
、学生成绩
、PISA 2018
、教育质量
、教育公平
、教师资源配置
、teacher degree level
、student achievement
、PISA 2018
、education quality
、education equity
、teacher resource allocation
、CSSCI
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| 卷期 |
28:2
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| 日期 |
202204
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2022.02.008
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