【作者】 谢静；

【导师】 雷万鹏；

【作者基本信息】 华中师范大学 ， 教育经济与管理， 2024， 博士

【摘要】 随着县域义务教育基本均衡发展目标的全面实现,我国义务教育迈向了优质均衡发展的新征程。与基本均衡相比,“优质均衡”是在资源均衡配置的基础上追求公平而有质量的教育,而高质量的师资既是实现优质教育的内在要求,又是推进义务教育优质均衡发展的核心要素。教研活动作为我国教育体系的特色举措和传统优势,是促进中小学教师专业发展、提升学校教育教学质量的重要途径。当前,教研活动不仅要能有效地促进教师高质量发展,还要能发挥示范、辐射、引领等作用,逐步缩小城乡间、校际间教师专业发展差距,真正从质量与公平视角回应“优质均衡”之价值追求。因此,以“均衡配置、提高质量、缩小差距”为思路探究教研活动有效性问题,对于思考如何优化教师教研活动,进而以高质量的教师队伍建设推进义务教育优质均衡发展和城乡一体化具有重要意义。本研究基于教师学习理论与教育公平理论,在对教育生产函数进行拓展的基础上,建立“投入-过程-产出”框架分析教研活动有效性问题。在投入方面,选取区级教研活动参与和校本教研活动参与作为中小学教师教研活动的投入指标;在过程方面,关注教研内容、专业学习共同体的构建等因素的影响作用;在产出方面,选取教师教学策略运用、教师教学效能感作为衡量教研活动有效性的结果指标。研究基于湖北省H市14区8574名中小学教师的实证调查,采用多元线性回归分析、结构方程模型、Oaxaca-Blinder差异分解等方法,得出以下结论:第一,教师参与教研活动的机会不均,教研资源配置供求矛盾凸显。从教研活动参与频率来看,农村、薄弱校、小学、新进教师和小学科教师教研需求较高但参与机会更少;而城市、非薄弱校、初中和非新进教师等群体参与机会更多但需求较低。从教研内容来看,“以教为主”的教研资源供给与教师“因学而教”的需求也存在不匹配,需要特别关注农村、薄弱校等教师群体的个性化需求。通过构建教研资源充足指数和教研资源均衡指数,发现区域间教研资源配置存在较大差异,部分样本区教研活动资源配置的均衡程度有待提升。第二,与区级教研活动相比,校本教研活动对教师更有效。校本教研活动参与对教师教学策略运用和教师教学效能感有显著正向影响,其影响的贡献度均高于区级教研活动参与,且教师校本教研活动参与是影响区级教研活动有效性的重要中介环节。第三,与教研活动投入相比,过程性因素是影响教研活动有效性的关键。一是教研活动过程性因素中教研内容与蕴含合作活动、关注学生学习、分享实践等特征的专业学习共同体对教师教学策略运用和教学效能感均有显著正向影响;二是相较于教研活动投入,教研活动过程性因素的影响效应更大;三是教研内容、专业学习共同体是教研活动投入影响教师教学策略运用和教师教学效能感的重要机制。第四,农村教师专业发展处于不利地位,但高质量教研活动有助于缩小教师教学策略运用和教学效能感的城乡差距。从教师教学策略运用来看,校本正式和非正式教研活动参与、合作活动、教研内容、关注学生学习及分享实践对城乡教师教学策略运用差距的禀赋效应贡献份额累计为59.24%;而且教研内容的系数效应显著为负,表明与城市教师相比,农村教师更能从供需匹配的教研内容中获益。从教师教学效能感来看,城乡教师分享实践、合作活动的不同是解释两者教学效能感差距的重要原因,禀赋效应贡献份额合计达72.51%;与城市教师相比,分享实践对处于低分位和高分位的农村教师“回报率”更高,指导农村教师开展高质量分享实践活动有助于缩小教师教学效能感的城乡差距。第五,薄弱校教师发展乏力,但合作共享性教研活动有助于缩小教师教学策略运用和教学效能感的校际差距。从教师教学策略运用来看,合作活动、关注学生学习对教师教学策略运用校际差距的禀赋效应贡献份额合计为19.72%。从教师教学效能感来看,合作活动、分享实践、关注学生学习和教研内容显著地解释了教师教学效能感的校际差距,禀赋效应贡献份额合计占61.42%;与非薄弱校教师相比,合作活动、关注学生学习和分享实践活动对高分位的薄弱校教师“回报率”更高,指导与帮助薄弱校教师提升教研合作共享水平有助于缩小教师教学效能感的校际差距。第六,教师内在意愿与学校领导支持可以有效调节教研活动的影响。一是教师自我发展意愿负向调节了区级教研活动参与对校本教研活动参与的影响;二是教师自我发展意愿、教师工作满意度显著调节了专业学习共同体对教师教学效能感的影响;三是教师工作满意度显著负向调节了区级教研活动参与对教师专业学习共同体的影响;四是学校领导支持调节了教研活动对教师教学策略运用和教学效能感影响的部分路径。总体来看,影响教研活动有效性的关键不在于教师参与教研活动的“量”,即教研活动投入的多少,而在于过程的“质”,即提供与教师需求匹配的教研内容和形成专业学习共同体。与教研活动参与频次、形式等外在的投入性因素不同,教研活动过程性因素是内在的、动态的,是决定教研活动有效性的核心要素,也更有利于农村和薄弱校等处境不利教师群体的专业发展,对于理解教师学习和促进教育公平具有重要价值。基于上述结论,本研究从以下方面提出相应的对策建议:第一,构建区域性教研制度体系,形成上下联动、横向协作的教研工作机制,加强教研员队伍建设,推进教研活动资源有效配置;第二,加大对农村及薄弱校的支持力度,探索“以城带乡”“以强带弱”等跨界学习共同体建设,为教师提供更多高质量的教研活动,着力缩小教师专业发展的城乡及校际差距;第三,完善校本教研制度建设,强化教研组专业组织定位,加强学校教学领导支持,营造良好的校本教研氛围;第四,基于教师专业发展实际需求,系统优化教研活动方案与实施,着力提升教研活动品质与服务水平,有效促进教师高质量发展。更多还原

【Abstract】 With the comprehensive realization of the basic balanced development goal of county compulsory education,China’s compulsory education is moving towards a new journey of high-quality and balanced development.Compared with basic equilibrium,high-quality equilibrium is the pursuit of fair and quality education on the basis of balanced allocation of resources,and high-quality teachers are not only the inherent requirement for achieving high-quality education,but also the core element of promoting the high-quality and balanced development of compulsory education.As a characteristic measure and traditional advantage of China’s education system,teaching and research activity is an important way to promote the professional development of primary and secondary school teachers and improve the quality of school education.Under the current background,teaching and research activities should not only effectively promote the high-quality development of teachers,but also play the role of demonstration,radiationand guidance,gradually narrow the gap between urban and rural and inter-school teacher professional development,and truly respond to the value pursuit of"quality and balance"from the perspective of quality and equity.Therefore,exploring the effectiveness of teaching and research activities with the idea of"balanced allocation,improving quality and narrowing the gap"is of great significance for thinking about how to optimize teachers’teaching and research activities,and then promote the high-quality and balanced development of compulsory education and urban-rural integration with high-quality teachers.Based on the theory of teacher learning and the theory of educational equity,this study establishes the framework of"input-process-output"to explore the effectiveness of teaching and research activities.In terms of input,the participation of district-level teaching research activities and school-based teaching research activities are selected as the input indexes of primary and secondary school teachers.In the process,it pays attention to the influence of teaching and research content,the construction of professional learning community and other factors;In terms of output,teachers’use of teaching strategies and teachers’sense of teaching efficacy are selected as the outcome indicators to measure the effectiveness of teaching research activities.Based on the empirical survey of 8574primary and secondary school teachers in 14 districts of H City,Hubei Province,this study adopted multiple linear regression analysis,structural equation model,Oaxaca-Blinder differential decomposition and other methods to draw the following conclusions:1.The opportunities for teachers to participate in teaching and research activities are uneven,and the contradiction between supply and demand of teaching and research resources is prominent.From the point of view of the frequency of participation in teaching and research activities,rural,weak schools,primary schools,new teachers and teachers of minor subjects have higher demand for teaching and research but fewer opportunities to participate;Groups such as urban,non-disadvantaged schools,junior high schools and non-new teachers have more opportunities to participate but lower needs.From the perspective of teaching and research content,there is also a mismatch between the supply of teaching and research resources based on teaching and the demand of teachers for"teaching because of learning",and special attention should be paid to the individualized needs of rural and weak school teachers.By constructing teaching and research resource adequacy index and teaching and research resource balance index,it is found that there are great differences in teaching and research resource allocation among regions,and the balance of resource allocation of teaching and research activities in some sample areas needs to be improved.2.Compared with district-level teaching and research activities,school-based teaching and research activities are more effective for teachers.Participation in school-based teaching research activities has a significant positive impact on teachers’use of teaching strategies and teachers’teaching efficacy,and its contribution degree is higher than that of participation in district-level teaching research activities.Moreover,participation in school-based teaching research activities is an important intermediary link affecting the effectiveness of district-level teaching research activities.3.Compared with the input of teaching and research activities,the process factor is the key to affect the effectiveness of teaching and research activities.First,in the process factors of teaching and research activities,the teaching and research content and the professional learning community with the characteristics of cooperative activities,attention to students’learning and sharing practice have significant positive effects on teachers’teaching strategy use and teaching efficacy;Second,compared with the input of teaching and research activities,the influence of process factors on teaching and research activities is greater.Thirdly,the content of teaching research and the professional learning community are the important mechanisms for the input of teaching research activities to affect teachers’use of teaching strategies and teachers’teaching efficacy.4.The professional development of rural teachers is at a disadvantage,but high-quality teaching and research activities can help narrow the gap between urban and rural areas in teachers’use of teaching strategies and teaching efficacy.From the perspective of teachers’use of teaching strategies,participation in school-based formal and informal teaching and research activities,cooperative activities,teaching and research content,attention to students’learning and sharing practice contributed 59.24%to the gap between urban and rural teachers’use of teaching strategies.Moreover,the coefficient effect of teaching and research content is significantly negative,indicating that compared with urban teachers,rural teachers can benefit more from teaching and research content matching supply and demand.From the perspective of teachers’teaching efficacy,the difference in sharing practices and cooperative activities between urban and rural teachers is an important reason to explain the difference in teaching efficacy,and the contribution share of endowment effect is 72.51%.Compared with urban teachers,sharing practice has a higher"return"on rural teachers with low scores and high scores.Guiding rural teachers to carry out high-quality sharing practice activities is helpful to narrow the urban-rural gap in teachers’teaching efficacy.5.The professional development of teachers in weak schools lags behind,but cooperative teaching and research activities can help to narrow the inter-school gap in teachers’use of teaching strategies and teaching efficacy.From the perspective of teachers’use of teaching strategies,the contribution share of cooperative activities and students’attention to learning to the inter-school gap of teachers’use of teaching strategies is 19.72%.From the perspective of teachers’teaching efficacy,cooperation activities,sharing practice,paying attention to students’learning and teaching research content significantly explained the inter-school gap in teachers’teaching efficacy,and the contribution share of endowment effect accounted for 61.42%.Compared with teachers in non-disadvantaged schools,cooperative activities,paying attention to students’learning and sharing practice activities have a higher"return"for teachers in disadvantaged schools with high scores.Guiding and helping teachers in disadvantaged schools to improve the level of teaching and research cooperation and sharing can help narrow the inter-school gap in teachers’teaching efficacy.6.The inner willingness of teachers and the support of school leaders can effectively regulate the influence of teaching and research activities.First,teachers’self-development intention negatively moderates the influence of district-level participation on school-based participation;Second,teachers’self-development intention and job satisfaction significantly moderated the influence of professional learning community on teachers’teaching efficacy;Thirdly,teachers’job satisfaction significantly negatively moderates the influence of district-level participation in teaching and research activities on teachers’professional learning community;Fourth,school leaders support and regulate the influence of teaching and research activities on teachers’use of teaching strategies and teaching efficacy.In general,the key to the effectiveness of teaching and research activities is not the number of teachers participating in teaching and research activities,that is,the amount of investment in teaching and research activities,but the quality of the process,that is,providing teaching and research content matching teachers’needs and forming a professional learning community.Different from external input factors such as the frequency and form of participation in teaching and research activities,the process factors of teaching and research activities are internal and dynamic,and are the core elements that determine the effectiveness of teaching and research activities.They are also more conducive to the professional development of disadvantaged teacher groups such as rural areas and weak schools,and are of great value in understanding teacher learning and promoting educational equity.Based on the above conclusions,this study puts forward corresponding countermeasures and suggestions from the following aspects:First,establish a regional teaching and research system,form a teaching and research working mechanism of up-down linkage and horizontal cooperation,strengthen the construction of teaching and research staff,and promote the effective allocation of teaching and research resources;Second,increase support for rural and weak schools,explore the construction of cross-border learning communities such as urban schools with rural schools and high-quality schools with weak schools,provide more high-quality teaching and research activities for teachers,and focus on narrowing the gap between urban and rural areas and between schools in teacher professional development;Third,improve the construction of school-based teaching and research system,strengthen the professional organization positioning of teaching and research groups,strengthen the support of school teaching leadership,and create a good school-based teaching and research atmosphere;Fourth,based on the actual needs of teacher professional development,systematically optimize the plan and implementation of teaching and research activities,focus on improving the quality and service level of teaching and research activities,and effectively promote the high-quality development of teachers.更多还原