教师课堂教学行为、学生学习投入与数学成绩的关系——基于PISA上海测试

The Relationship among Teachers’ Classroom Teaching Behavior,Students’ Learning Engagement and Mathematical Achievements——Based on the Shanghai Data from PISA

新课程强调学习是学生与教师交互作用的过程。基于PISA 2012中国上海数据,使用两水平线性模型,考察教师课堂教学行为和学生学习投入对15岁学生数学成绩的影响。研究发现:教师课堂管理正向影响学生的数学成绩,但认知激发和师生关系的作用不显著;学生行为投入和认知投入正向影响他们的数学成绩,但情感投入的作用不显著;教师课堂管理与学生行为投入、情感投入存在交互作用,有效的课堂管理更有助于提升行为投入水平高、情感投入水平低学生群体的数学成绩。为了有效地提升学生的数学素养,教师应该加强自身的课堂管理能力,提升学生学习投入的积极性,根据不同的学习投入水平选择恰当的课堂管理方式。

The new curriculum emphasizes that learning is the interaction process between students and teachers. Based on the PISA 2012 China-Shanghai data,a two-level linear model was used to examine the impact of teachers’classroom behavior and students’learning engagement on the mathematics achievements of 15-yearold students. The study found that teacher classroom management is positively affecting students’mathematics achievements,but the effect of cognitive stimulation and teacher-student relationship are not significant;students’ behavioral and cognitive engagement positively affect their mathematics achievements,but the effect of emotional engagement is not significant;teachers’classroom management has significant interaction effects with students’ behavioral and emotional engagement,and effective classroom management is more helpful to improve the mathematics achievements of students with higher level of behavioral engagement and lower level of emotional engagement. In order to improve students’mathematics literacy,teachers should strengthen their classroom management ability,enhance students’enthusiasm for learning engagement,and choose appropriate classroom management methods according to different levels of learning engagement.