教师合作如何提升学生学业成绩?——教师教学实践和学生学习动机的链式中介作用

How Does Teacher Collaboration Improve Students’Academic Performance?——The Chain Mediating Effects of Teachers’Teaching Practice and Students’Learning Motivation

教师合作在教师专业发展领域中备受关注,学生学业成绩则一直是学校教育产出的焦点,但是基于中国数据深入探讨二者关系的实证研究相对缺乏。本文采用PISA2015中国四省(市)数据,以科学学科为例,尝试探讨教师合作对学生学业成绩的影响,并揭示教师教学实践和学生学习动机在上述影响过程中的链式中介作用。结果显示:教师合作对学生成绩有积极影响,教师合作能通过"学生中心教学实践→学生学习动机"中介链对学生成绩产生间接影响,但不能通过"教师中心教学实践→学生学习动机"中介链间接影响到学生成绩。上述结果不仅有助于准确理解教师合作影响学生学业成绩的内在机制,而且对于有效推进教师合作以实现教育教学目标具有重要的理论价值和实践启示。

Teacher collaboration(TC)has attracted much attention in the field of teacher professional development all over the world,and students’academic performance(SAP)has always been the focus of school education outcome.However,there is a lack of empirical research focusing on the relationship between them in China.Based on the Chinese sample in PISA2015 database,this paper explores the effect of TC on SAP,and reveals the chain mediating effect of teachers’teaching practice(TTP)and students’learning motivation(SLM)in the above mentioned process.Results show that,TC has a positive effect on SAP,but TC can only indirectly impact SAP through the"student-centered teaching practice→students learning motivation"mediation chain,rather than through the"teacher-centered teaching practice→students learning motivation".The current results are helpful to accurately understand the mechanism on how TC affect SAP,and have important theoretical value and practical enlightenment for effectively promoting teacher collaboration and achieving educational goals.