课外学习时间分配及效果:基于教育投入-产出的分析

发布时间：2018-05-26 11:37

本文选题：课外学习时间 + 课堂教学时间　；参考：《基础教育》2017年03期

【摘要】：基于PISA-上海(2012)的微观个体信息,通过充分利用截面数据信息结构优势将其构造成伪面板的策略,本研究采用固定效应方法估计了学生课后学习时间强度如何受课堂教学时间影响及这种时间资源配置模式的短期收益。结果表明,周均学校教学时间的延长降低了课后从来不学习的概率,而在其他课外努力水平上,课后学习时间随制度化教学时间而增加的速率先增加再下降;控制学校教学强度后,学生课后学习努力程度对学业成绩的促进作用明显且具有门槛效应,只有超出某个阈值水平,回报率才出现质的提高;宏观的学制系统对学生的时间管理及其回报的影响显著。本研究对指导学校作息制度设定和提高学生时间管理效率具有现实意义。
[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.
【作者单位】：华中师范大学教育经济学研究所/湖北省基础教育研究中心;
【基金】：国家自然科学基金青年项目“基础教育财政补偿制度研究”阶段性成果(项目编号:71603096)
【分类号】：G632.0

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