班额对教师教学行为与学生成绩、学习兴趣关系的调节——来自大样本研究的证据

The Moderation of Class Size on the Relationship between Teachers'Teaching Behaviors and Primary Students'Academic Achievement and Study Interest:Evidence from A Large Sample Study

消除大班额是我国义务教育发展的重要政策要求。在学术范畴中,班额与学生学业成绩的关系研究较为丰富,但对于这种关系的形成原因以及班额的影响过程研究相对较少。基于对我国9省1329所小学24722名四年级学生的调查发现,班额对教师教学行为与学生成绩、学习兴趣的关系具有负向调节作用。随着班额的增加,教师“鼓励学生自主思考与探索”对学生数学学业成绩的预测作用有所减弱;教师“鼓励学生表达与交流”对学生数学学习兴趣的预测作用有所减弱。这一结果验证了大班额环境下教学资源被稀释、学生学习机会减少、学生学习状态变差等结论,说明大班额环境不利于学生的学业发展。

To eliminate the class of large size is an important policy requirement for the development of compulsory education in China.Lots of researches focus on the relationship between class size and students'academic performance.but few studies analyse the cause and the process of impacting relationship.Based on a survey of 24722 fourth grade students in 1329 primary schools in 9 provinces of China.it is found that class size has a negative moderating effect on the relationship between teachers'behavior.students'performance and learning interest.that is with the increase of class size.teachers'encouraging students'independent thinking and exploration has a weaker predictive effect on students'mathematics performance,while teachers'encouraging students'expression and communication has a weaker predictive effect on students'mathematics interests.This result indicates that the large class environment is harmful to students'academic development.