教师研训及其效用的中国经验 ——基于PISA2018教师问卷数据的分析-清华大学教育研究

文章信息/Info

Title:: The Chinese Experience of Teacher Teaching Research and Training and Its Effectiveness: Based on the Analysis of the PISA2018 Teacher Questionnaire Data

Author(s):: ZHAO Qian QIAN A-jian XIN Tao; Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University

Keywords:: PISA2018 teacher data; teaching research and training activities; effectiveness; group heterogeneity

摘要:: PISA2018结果显示,在基础教育阶段,我国京、沪、苏、浙四省市以较少数量和较低学历的教师,培养出世界上素养最高的学生,研训在其中起到重要作用。经过对PISA2018教师数据分析发现:第一,师范生构成教师队伍的主流,兼课教师和教非所学教师比重较高,高于国际平均水平;第二,教师研训参与率居国际前列,研训制度化,但培训内容的个性化程度有待进一步加强;第三,研训参与的个体性差异大于校间差异,乡村教师、年轻教师、新手教师、教非所学教师面临更多专业发展问题;第四,研训激发教师专业发展的内在动力,促进其满意度和自我效能感提升,并且教非所学教师能够从更频繁的教研活动、学科基础知识主题培训中获益更多。

Abstract:: The PISA 2018 results show that in the stage of basic education, China’s four provinces of Beijing, Shanghai, Jiangsu and Zhejiang have cultivated the world’s most accomplished students with a small number of teachers with low academic qualifications, in which teaching research and training plays an important role. Through the analysis of the PISA 2018 teachers’ data, this study found that: first, students who graduated from the normal education programs constitute the mainstream of teachers, and there is a large proportion of part-time teachers and teachers who were not teaching their majors, which is higher than the international average level. Second, the participation rate of teachers in teaching research and training ranks first in the world, and teaching research and training is institutionalized. However, the degree of customization in training content needs to be further strengthened. Third, the individual difference of teaching research and training participation is greater than that between schools. Rural teachers, young teachers, novice teachers, and teachers not teaching their majors face more professional development problems. Fourth, teaching research and training can stimulate the internal driving force of teachers’ professional development, promote their satisfaction and self-efficacy, and teachers who were not teaching their majors can benefit more from more frequent teaching research activities and subject-based knowledge training.