教师变量对小学四年级数学成绩的影响：一个增值性研究

The Impact of Teacher Variables on the Fourth-Grade Math Achievement： A Value-Added Study

以房山区42所小学的1238名四年级学生和42名数学教师为研究对象，以四年级下学期的数学测验成绩为因变量，四年级上学期的数学测验成绩作为协变量加入两水平线性模型中建立基础增值模型。在控制学生背景变量的条件下，考察教师的特征变量、教学方式和教师培训三个方面对小学生四年级数学学业成绩增长的影响。结果显示，教师的特征变量中，教师的性别、年龄、教龄和学历专业对学生学业成绩的增长无显著影响，而教师的职称和最终受教育水平则对学生学业成绩的增长有显著影响；与教学相关的变量中，是否参加过新课程培训这一变量对学生学业成绩的增长有显著影响。

The subjects of the study were 1238 fourth-grade students and 42 math teachers from 42 primary schools in Fangshan District， Beijing. The fundamental value-added model was constructed by adding the math achievement of the first semester of the fourth grade as the covariate and the counterpart of the second semester as the dependent variable in the two-level linear model. Then on the condition of controlling students' background variables， we examined the relationship between three teacher variables (i. e. teacher characteristc variables， teaching methods and teacher training) and the gain of students' achievement. The results indicates：among the characteristic variables， teachers' gender， age， the year of teaching and major had no significant effect on the achievement gain; while teachers' professional title， final educational qulification had significant effect on students' academic acheivement gain; among the teaching-related variables， whether teachers had participated in the new curriculum training had significant effect on the achievement gain.