發(fā)布時間：2018-05-26 11:37

  本文選題：課外學(xué)習(xí)時間 + 課堂教學(xué)時間��； 參考：《基礎(chǔ)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(jié)構(gòu)優(yōu)勢將其構(gòu)造成偽面板的策略,本研究采用固定效應(yīng)方法估計了學(xué)生課后學(xué)習(xí)時間強度如何受課堂教學(xué)時間影響及這種時間資源配置模式的短期收益。結(jié)果表明,周均學(xué)校教學(xué)時間的延長降低了課后從來不學(xué)習(xí)的概率,而在其他課外努力水平上,課后學(xué)習(xí)時間隨制度化教學(xué)時間而增加的速率先增加再下降;控制學(xué)校教學(xué)強度后,學(xué)生課后學(xué)習(xí)努力程度對學(xué)業(yè)成績的促進作用明顯且具有門檻效應(yīng),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(xué)制系統(tǒng)對學(xué)生的時間管理及其回報的影響顯著。本研究對指導(dǎo)學(xué)校作息制度設(shè)定和提高學(xué)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(xué)教育經(jīng)濟學(xué)研究所/湖北省基礎(chǔ)教育研究中心;
【基金】：國家自然科學(xué)基金青年項目“基礎(chǔ)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(guān)期刊論文 前2條

1 馬紅梅;鄭盼;;教學(xué)時間與學(xué)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