我国教师的专业发展实践及其对学生成绩的影响:基于五城市调研的分析

Chinese Teacher Professional Development Practice and Its Effects on Students' Achievement:Based on a Survey for Five Sample Cities

基于对我国教师专业共同体导向的专业发展实践的关注,本研究在五个城市调研基础上,考察我国教师的专业发展实践特征及其与学生学业成就的关系。通过数据分析,研究描述了取样城市教师的备课方式、培训参与、同行听评课、教科研参与等有关参数的分布,以及上述分布中的城市间、学校间、城-郊间的差异,描绘样本城市的教师专业实践、特别是专业学习共同体的发展样态;通过控制学生背景变量、教师背景变量和教学方式的变量,研究发现了教师专业发展实践的整体模型与学生数学成绩的关联,并建立了相关数量模型。本研究还希望,基于上述考察,从教师专业发展实践这一侧面来验证上海学生PISA成绩的代表性。

This study, focusing on the Chinese teacher professional development practice （ PDP）, explores how this practice is community - oriented and how it affects students＇ achievement. Planning Lesson, participating in formal professional training, observing classroom, participating in teaching and learning research, as the four typical types of Chinese teacher professional development practice, are examined through data analysis. This study describes the distribution of the parameters above from the data from the five sample cities and tries to find their difference between cities, between schools, and between downtown and rural areas. After controlling the variables of students SES, teachers characters and teaching methods, the correlation between the integrated model of PDP and students achievement （ mathematics achievement in this case） is found and represented as a quantitative model. It is also deduced that, collective lesson planning, among all the types of the PDP, may have the most evident effects on students＇ achievement.