本文選題：課外學習時間 + 課堂教學時間��； 參考：《基礎教育》2017年03期

【摘要】：基于PISA-上海(2012)的微觀個體信息,通過充分利用截面數(shù)據(jù)信息結構優(yōu)勢將其構造成偽面板的策略,本研究采用固定效應方法估計了學生課后學習時間強度如何受課堂教學時間影響及這種時間資源配置模式的短期收益。結果表明,周均學校教學時間的延長降低了課后從來不學習的概率,而在其他課外努力水平上,課后學習時間隨制度化教學時間而增加的速率先增加再下降;控制學校教學強度后,學生課后學習努力程度對學業(yè)成績的促進作用明顯且具有門檻效應,只有超出某個閾值水平,回報率才出現(xiàn)質(zhì)的提高;宏觀的學制系統(tǒng)對學生的時間管理及其回報的影響顯著。本研究對指導學校作息制度設定和提高學生時間管理效率具有現(xiàn)實意義。
[Abstract]:Based on the micro individual information of PISA-Shanghai, the strategy of constructing pseudo-panel by fully utilizing the advantage of cross-section data information structure is presented. This study uses a fixed effect method to estimate how the intensity of after-school learning time is affected by classroom teaching time and the short-term benefits of this time resource allocation model. The results show that the prolongation of weekly average school teaching time reduces the probability of never learning after class, while in other extra-curricular efforts, the rate of after-school learning increases first and then decreases with the institutionalization of teaching time. After controlling the intensity of school teaching, the effect of students' learning effort on academic achievement is obvious and has threshold effect. Only when the threshold level is exceeded, the rate of return can be improved qualitatively. The macro system of school system has a significant impact on the time management of students and their returns. This study is of practical significance to guide the establishment of school work and rest system and improve the efficiency of student time management.
【作者單位】： 華中師范大學教育經(jīng)濟學研究所/湖北省基礎教育研究中心;
【基金】：國家自然科學基金青年項目“基礎教育財政補償制度研究”階段性成果(項目編號:71603096)
【分類號】：G632.0

【參考文獻】

相關期刊論文 前2條

1 馬紅梅;鄭盼;;教學時間與學業(yè)成績:來自上海的經(jīng)驗證據(jù)[J];教育經(jīng)濟評論;2016年02期

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本文編號：1937097