【摘要】 帮扶带教是促进我国乡村教师专业发展的重要形式，但其效果未得到有效验证。本研究基于我国27个省份调查数据，构建准自然实验，运用倾向得分匹配估计帮扶带教对提升乡村教师教学品质不同维度的影响效果。研究发现乡村教师“帮扶别人”可以显著促进乡村教师在课堂教学中实施“激发学生认知”策略，“被帮扶”可以显著促进乡村教师实施“促进学生自主学习”策略。但是，乡村教师“参与帮扶”并不能显著促进“课堂管理”和“明确教学内容”策略的实施。提升帮扶效果，应该从政策制定、学校实施和教师参与层面，保障乡村教师开展帮扶带教的专业性和持续性，提升帮扶的精准性，从而构建乡村教师专业发展共同体，帮助乡村教师能够“教得更好”。更多还原

【Abstract】 Mentoring is an important form for promoting the professional development of rural teachers, but its effect has not been empirically tested. According to a quasi-natural experiment based on TALIS data, this study uses the PSM method to evaluate the effect of “participation in mentoring” on improving rural teachers’ teaching quality from different dimensions. The study finds that the factors affecting rural teachers. “participation” are more complicated. To be a “ mentor” can significantly increase the frequency of rural teachers in implementing“cognitive activation” strategies in classroom teaching, and to be a “ mentee” can remarkably promote rural teachers to implement “ independent learning” strategies. However, the “ participation in mentoring” of rural teachers does not effectively promote the exploration of the “classroom management” and “clarity of instruction”strategies. Based on this founding, it is necessary to develop the professionalism, sustainability of rural teachers who participate in the mentoring from the aspects of policy formulation, school implementation and teacher participation to realize the accuracy of mentoring. Ultimately it can build a professional development community for rural teachers and help achieve a high-level teaching.更多还原