美国小班化改革及启示REFORMS AND REFLECTION OF CLASS-SIZE REDUCTION IN AMERICA
刘星辰,黄丽,刘畅,吕洪凤
摘要(Abstract)：
小班化的本质是缩小教学集体的规模,主要涉及如何组织学生、进行教学。面临着黑板经济学、支持力量分流、教师反对、学生抗拒等一系列的问题。美国小班化改革强调班级规模对教学质量的影响,对中国的小班化教学有一定的借鉴意义。在中国的新课程改革中,采用小班化教学,应关注教师的专业化、学生的人性化等问题。当今社会需要的是具有创造力、好奇心并能自我引导的终身学习者。对学生负责的教育能促进他们全面地、自主地个性发展。
关键词(KeyWords)： 小班化;启示;个性发展
基金项目(Foundation): 中国农业大学教育教学改革项目:文化自信在college physics中的隐性教育实践(201814);公共课大、小班授课的比较研究(20180704);数据驱动下的教与学之探索实践(20190524)资助
作者(Author): 刘星辰,黄丽,刘畅,吕洪凤
参考文献(References)：
- [1]MAXWELL N,LOPUS J.A cost effectiveness analysis of large and small classes in the University[J].Educational Evaluation and Policy Analysis,1995,17(2):167-178．
- [2]GLASS V G,SMITH M L.Meta-analysis of research on class size and achievement[J].Educational Evaluation and Policy Analysis,1979,1(1):2-16．
- [3]BANDIERA O,VALENTINO R.Heterogeneous class size effects:New evidence from a panel of university students[R].CEPR Dissussion Papers,2009．
- [4]BLATCHFORD P,BASSETT P,BROWN P.Examining the effect of class size on classroom engagement and teacher-pupil interaction:Differences in relation to pupil prior attainment and primary vs.secondary schools[J].Learning and Instruction.2011,(21):715-730．
- [5]BERLIN B,CIEILKUS R.Size:The ultimate educational issue?[J].Education and Urban Society,1989,21(2):1947-1958．
- [6]MCLAUGHLIN D,DRORI G.School-level correlates of academic achievement:Student assessment scores in SASS public schools[M].U.S.Department of Education.National Center for Education Statistics,2000．
- [7]FISCHER C G,GRANT C E.Intellectual levels in college classrooms[M]//Studies of College Teaching.ELLNER C L,BARNESC P(Eds.).Lexington,MA:D.C.Heath,2012:13-27．
- [8]LUBIENSKI S T,LUBIENSKI C,CRAWFORD C.Achievement differences and school type:The role of school climate,teacher certification,and instruction[J].American Journal of Education,2008,(115):97-138．
- [9]ACHILLES C M,et al.Class-size policy:The star experiment and related class-size studies[R].NCPEA Policy Brief,2012,1.2．
- [10]TIENKEN C H,ACHILLES C M.Making class size work in the middle grades[J].AASA Journal of Scholarship and Practice,2006,(3.1):26-36．
- [11]MALLOY C.Lessons from the classroom:Initial success for atrisk students[R].California Teachers Association,2010．
- [12]DYNARSKI S,HYMAN J,SCHANZENBACH D W.Experimental evidence on the effect of childhood investment on postsecondary attainment and degree completion[J].Journal of Policy A-nalysis and Management,2016,32(4):692-717．
- [13]BAKER B D,FARRIE D,SCIARRA D G,Mind the gap:20years of progress and retrenchment in school funding and achievement gaps[R].Policy Information Report and ETS Research Report Series,2016．
- [14]GRAUE E,et al.Thewisdom of class-size reduction[J].American Educational Research Journal,2007,(44.3）．
- [15]杨琼，范国睿．学校效能研究的现状及其反思[J]．上海教育研究杂志，2003,(6):8-11.YANG Q,FAN G R.Situation andreflection of school effectiveness research[J].Journal of Shanghai Educational Research,2003,(6):8-11.(in Chinese）
- [16]FINN J D.Small classes in American schools:Research,practice,and politics[J].Phi Delta Kappan,2002,83(7):551-560.