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。
Based on individual-level survey information from PISA-Shanghai（2012）, the authors construct a pseudo-panel data to estimate the effect of instruction time on pupils’ time allocation for learning after class and the subsequent rewards under that arrangement by employing fxed effect estimation. Major fndings are briefy summarized as below： time allocated to learning after class for 15-year-old students is positively associated with instruction time-length at school, longer hours taught in classroom reduces the probability of never learning outside of school, while for other levels of out-of-class effort, the probability of increasing hours allocated to subject-specifc tasks follows a fat invert-U shape; controlling for instruction hours, students’ performance is signifcantly affected by hours studied after class, while learning time threshold effect is detected, effort below the critical-value is not that rewarding. The paper also fnds that education system exerts persistent and non-unnoticeable effects on the pattern of students’ time-use and rate of return to hours spent on after-school study. Policy implications are indicated for institutional scheduling and individual time management.
作者
马红梅
郑盼
MA Hong-mei ZHENG Pan(Institute for Economics of Education /Hubei Institute for Basic Education Research,Central China Normal University,Wuhan,Hubei,43007)
出处
《基础教育》
CSSCI
北大核心
2017年第3期86-95,共10页
Journal of Schooling Studies
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)
关键词
课外学习时间
课堂教学时间
学业回报
learning time after class
instruction time
students’ performance
