教师行为对初中生学业能力的影响——基于教育公平视角的考察

Teachers'Behaviors and Students'Academic Ability in Junior High School:Empirical Analysis Based on Educational Equity Perspectives

教师在青少年发展过程中扮演着重要角色,但教师行为如何影响教育公平有待讨论与检验。基于中国教育追踪调查(CEPS)两期数据,文章考察了教师的提问和鼓励两种行为对初中生学业表现和认知能力的影响,并重点探究了其在不同家庭背景中的收益差异。结果表明:第一,教师行为显著提升了初中生的学业能力,且提问行为的收益高于鼓励行为;第二,教师行为对初中生学业能力的影响效应受学生家庭社会经济地位(SES)调节,低社会经济地位家庭的学生从教师提问行为中获益更大,教师鼓励行为更有利于提升高社会经济地位家庭学生的认知能力,而教师行为又与家庭社会经济地位高度正相关;第三,上述效应存在城乡差异。因此,教师行为是影响教育过程参与机会公平的重要路径。

Teachers play an important role in students'development,but it remains to be discussed and tested how teachers'behaviors affect educational equity.Based on China Education Panel Survey(CEPS)data,this study explores the effects of teachers'questioning and encouraging behaviors on students'academic ability and cognitive ability in junior high school,and examines the differences in the social classes of these effects.The findings are as follows.Firstly,teachers'behaviors significantly enhance students'abilities,especially the academic ability,and questioning behavior functions more effectively than encouraging behavior.Secondly,the effects of teachers'behaviors are moderated by their families'socioeconomic status(SES).Namely,low-SES students benefit more from questioning behavior,while encouraging behavior is more beneficial to the cognitive ability of high-SES students.The results also show that teachers'behaviors are correlated positively with SES.Finally,the urban and rural students differ in these effects.Therefore,the approach of teachers'behaviors is important to explain the equality in the educational process.