教学文化的结构要素及其对学业成绩的影响效应研究

Research on Structural Factors of Culture of Teaching and Its Influential Effect on Student Achievement

采用结构方程模型(SEM)研究教学文化(culture of teaching)的结构要素及其对学生学业成绩的影响效应。主要有以下发现:第一,教学的有效性(effective teaching)、学生的参与性(student engagement)和学习的主动性(learning motivation)是描述教学文化的有效要素。第二,教学文化的各结构要素与学业成绩具有显著相关性。第三,教学文化结构要素对学业成绩具有层次性影响关系:教学的有效性和学生的参与性对学习的主动性具有直接显著影响效应;学习的主动性对学生的学业成绩具有显著的直接影响效应;学习的主动性在教学的有效性、学生的参与性与学生学业成绩之间存在着显著的中介性影响效应;而教学的有效性、学生的参与性两个变量对学业成绩不存在显著的直接影响效应。本研究运用实证数据揭示了教学文化发生作用的动力机制,提出构建良性的教学文化必须以提高教学的有效性为前提,以提高学生学习的主动性为中心,通过提升教与学的品质,促进学生内生性的、可持续的发展。

This study employs SEM to research the structural factors of culture of teaching and its influential effect on student achievement. It finds that： first, effective teaching, student engagement and learning motivation are effective factors to describe the culture of teaching. Second, there is significant correlation between the structural factors of culture of teach- ing and student achievement; Third, the structural factors of culture of teaching has hierarchical influence on student a- chievement： effective teaching and student engagement have a significant direct effect on student achievement; learning mo- tivation has a significant and direct effect on student achievement; learning motivation has a significant mediating effect on effective teaching, student engagement and student achievement ; effective teaching and student engagement have no signifi- cant direct effect on student achievement. The study uses empirical data to reveal the motivation mechanism through which culture of teaching works, and suggests that the building of a sound culture of teaching must be based on improving effective teaching and focused on improving learning motivation. Hence it is important to promote students＇ endogenous and sustain- able development by improving the quality of teaching and learning.