“学生中心”的教学策略能否缩小城乡学生的成绩差距

Could Student-centered Teaching Strategy Narrow the Urban-rural Gap in Students’Academic Achievement

改进教师教学策略是推进义务教育优质均衡的重要落脚点。研究基于中国东部某省小学质量监测数据,采用两水平模型、分位数回归模型和Oaxaca-Blinder分解方法,揭示了“学生中心”教学策略对城乡学生成绩差距的影响。研究发现,农村教师实践“学生中心”教学策略的水平低于城市教师,城乡教师实施“学生中心”教学策略的水平差异可在一定程度上解释城乡学生成绩的差距;尽管如此,农村教师实践“学生中心”教学策略能促进学生自主学习,进而提高学生成绩,且农村学生获得的回报明显高于城市学生,尤其是成绩排名靠后的学生更能获益,这一回报差异使得农村教师提升“学生中心”教学策略水平能够有效缩小城乡学生的成绩差距。该结论为深化新课程改革过程中促进农村教师实施“学生中心”的教学策略提供了有力的证据。

Improving the teaching strategy is an important foothold to implement the high-quality and balanced policies in compulsory education.Based on the large-scale database of primary schools in an eastern Chinese province,this study uses two-level regression models,unconditional quantile regression models and Oaxaca-Blinder decomposition method to explore the role of student-centered teaching strategy(SCTS)in explaining the urban-rural gap in academic achievement.The results show that the practice level of SCTS in rural areas is significantly lower than that in urban areas,and this level-difference leads to some certain rural-urban gap in students’academic achievement;SCTS could still improve rural students’academic achievement through a process of promoting self-regulated learning,and rural students get significantly higher return than urban students,especially those at the bottom of the achievement distribution.This return-difference makes guiding and helping rural teachers to practice SCTS be an effective means to narrow the urban-rural gap in academic achievement.This conclusion provides important evidence for promoting rural teachers to implement SCTS in the process of deepening the new curriculum reform.