| 中文题名： | 小学生数学学业表现的环境因素特点：区县比较的视角 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 04010001 |
| 学科专业： | |
| 学生类型： | 博士后 |
| 学位： | 教育学博士 |
| 学位类型： | |
| 学位年度： | 2015 |
| 校区： | |
| 学院： | |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2015-09-23 |
| 答辩日期： | 2015-07-22 |
| 外文题名： | The characteristics of contextual factors on pupils’ mathematic academic performance: Based on inter-counties comparison |
| 中文关键词： | |
| 中文摘要： |
义务教育质量监测作为质量提升与保障系统的重要手段和途径，其目的是客观反映学生学习质量和身心健康的状况，深入探究影响学生发展的相关因素，为政府转变教育管理方式、学校改进教育教学提供依据和参考。本研究借鉴以往国际教育质量测评项目的思路，选取在 2014 年国家义务教育质量监测数学测试中量尺分数排名在前 30 名的区县（数学优势区县组）和后 30 名区县（数学薄弱区县组）作为研究对象，考察两类区县在各类环境因素，如学生自身因素、学校因素、区县因素上的表现特点，试图找出造成学生学业表现差异的关键变量，从而为针对性地指导区县开展教育教学改进提供思路， 为相关部门制定相应政策提供依据。 本研究涉及 21584 名小学生，1937 名小学数学教师，700 名小学校长，研究工具为2014 年学生数学测试卷、学生问卷、校长问卷和数学教师问卷。得出主要结论如下： 1. 西部地区的乡镇、农村学校的学生数学学业表现普遍较差，东部地区的城市、县镇学校学生的学业表现相对较好，城乡差异依旧显著。 2. 在办学条件、师资配置、评价制度等方面，两类区县均有提升空间。省级、区县教育部门应从三方面加大教育投入力度、对薄弱地区进行政策倾斜：首先，应利用改薄工程和其他促进义务教育质量均衡项目继续进行办学条件改善，统筹城乡各类教育教学资源，尤其是加大对农村地区信息类资源的建设投入，从硬件资源配置上缩小城乡差异； 其次，应加大区域优质师资资源共享制度建设，建立优质师资均衡发展长效机制，高水平均衡配置校长、教师资源，同时，省、市、区县和学区各级教育部门应为校长、教师提供更多的培训机会，优化培训形式，丰富培训内容；制订更多惠师政策吸引优秀生源进入教师系统，关注教师生存状态与身心健康。第三，应建立科学合理的学校综合评价、教师综合评价机制，杜绝以升学率、考试成绩作为单一标准，引领正确的质量观。 3. 数学薄弱区县组的学校在办学理念、校园文化、教师专业发展与学生发展等方面还存在不足。学校下大力度在以下方面做出实效：（1）营造积极的学校心理环境，树立“优质、均衡、轻负”的发展目标；（2）加强课程管理，杜绝主科课程超标，规范办学行为；（3）加强校内、校际教师交流，发挥校本培训的优势，提升教师素养。（4） 加强信息类资源的建设与使用培训，建立资源使用监督机制，提高使用率。
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| 外文摘要： |
Compulsory education quality monitoring is an important way to improve educational quality. By monitoring, we can fully understand students’ academic quality, mental- physical health, and the key contextual factors. More importantly, the related departments can use the monitor outcomes to adjust and improve policies, and schools can use the outcomes to improve the management of education and teaching. Learning from international programs (e.g. TIMSS, PISA, NAEP), the study selected 30 counties, which have the best mathematic performance in the 2014 national compulsory education quality monitoring, and the other 30 counties, which have the worst performance, as the subjects. The aim of this study is to (1) explore the differences and similarities on the different kinds of contextual factors (e.g. student-related factor, school-related factor, and county-related factor) between the two kinds of counties. (2) find out the key factors on students' academic performance differences, in order to guide policy making policy, and provide a basis for optimizing education and teaching process and improving the management of education and teaching. The main results as following:
1. The students from rural school of western region performed worse than students from urban of east region. 2. The students of math-superior counties had a higher SES and mathematics learning confidence score than the students of math-weak counties, and they also had a high interest in mathematics study. Both of them had an heavy academic burden to reduce. 3. Teachers from the two kinds of counties had some common ground as following: (1) there had a serious gender imbalance among them. (2) The rate of major-suited was low. (3) Their work feeling has yet to be improved, and it is worth noting that teacher from towns performed worst. (4) The content and pattern of teacher training needed to be more abundant. 4. Math-weak counties had some drawbacks as following: (1) the quality of teachers needed to be improve. (2) The way of using teaching resources was too singleness, and the teachers’ capacity of use information resources was weak. (3) There was a ubiquitous trend that enrolment rate was considered as a very important indicator for teacher evaluation. 5. The results of principals as following: (1) the principals from the two kinds of counties were male-dominated, and the quantity of the young and middle-aged principals was sufficient. (2) The math-superior counties could provide a better environment and more chances for the principals’ professional development. (3) The leadership of principals from the math-weak counties was significantly lower than the principals from the math-superior counties. 6. The number of math class hours was surpasses the national standards seriously in both kinds of counties, especially in the rural school. There is a significant lack of teaching resources, especially the information resources. 7. The score of positive psychological environment in school from math-weak counties was significantly lower than the score of school from math-superior counties. 8. Lots of counties from math-weak counties has not yet established the high-quality teachers sharing system, and there was a ubiquitous trend that academic achievement was considered as a very important indicator for school evaluation. |
| 馆藏地： | 图书馆学位论文阅览区（主馆南区三层BC区） |
| 馆藏号： | 博040100-01/15002 |
| 开放日期： | 2022-10-19 |
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