教育期望中的班级效应分析

发布时间：2018-10-04 23:23

【摘要】：班级是中国基础教育领域重要的组织设置。利用"中国教育追踪调查"(CEPS)数据,应用分层线性模型,本研究关注班级设置,包括班级组织结构和班级氛围,对初中生教育期望的影响。研究结果表明,在多个组织结构变量中,班主任的受教育程度和教龄对学生教育期望影响显著,但任课老师的资历影响不显著;在多个班级氛围变量中,学生的教育期望既受到班级客观学业水平的影响,亦受到师生之间互动关系的影响。此外,在控制了班级氛围变量后,师资配置对学生教育期望的影响不再显著。总之,在以往研究重点关注个体、家庭和学校影响的基础上,本研究将对教育期望的研究进一步拓展到学校内部的班级环境,并发现师生之间建立的紧密互动关系及良好的班级氛围对学生的教育期望发挥着最重要的影响。
[Abstract]:Class is an important organization in the field of basic education in China. Using the (CEPS) data of "China Education tracking Survey" and applying the hierarchical linear model, this study focuses on the effects of class setting, including class structure and atmosphere, on junior high school students' educational expectations. The results show that among the various organizational structure variables, the educational level and teaching age of the head teacher have a significant impact on the students' educational expectations, but the seniority of the teacher is not significant. Students' educational expectations are influenced by both the objective academic level of the class and the interaction between teachers and students. In addition, after controlling the class atmosphere variables, the influence of teacher allocation on students' educational expectations is no longer significant. In conclusion, on the basis of the previous studies focusing on the influence of individuals, families and schools, this study further extends the study of educational expectations to the classroom environment within schools. It is also found that the close interaction between teachers and students and the good class atmosphere play the most important role in the students' educational expectations.
【作者单位】：北京大学社会学系;中国人民大学社会与人口学院社会学理论与方法研究中心;
【分类号】：G635.1

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