Does Student-Centered Teaching Improve Chinese Students'Learning Performance:Evidence from TALIS Video Study in Shanghai
China's New Curriculum Reform over the past 20 years can be viewed as part of the broad international student-centered teaching movement,which has had a profound impact on Chinese teachers'teaching practices.However,reliable research conclusions on the implementation of student-centered teaching in China and its impact on students'learning performance are still lacking.Using a five-dimensional student-centered teaching framework and 2020 TALIS Video Study data,this study conducted international and internal comparisons of student-centered teaching performance among Shanghai teachers who participated in the project and examined the impact of different dimensions on Shanghai students'learning performance.The results show that Shanghai teachers'student-centered teaching is highly polarized in the international perspective,with outstanding performance in the cognitive construction dimension but relatively low levels in dimensions such as power devolution.Female,youth,and urban teachers in Shanghai generally have better student-centered teaching performance.Positive and significant correlations were found among all five dimensions of Chinese teachers'student-centered teaching.Even after controlling for important factors such as pre-test,the cognitive construction dimension still has a linear and independent positive effect on predicting Shanghai students'post-test performance.Considering Shanghai teachers'high-level cognitive construction dimension performance in the international perspective,student-centered teaching in the cognitive construction dimension may be an important factor for explaining why some Chinese students outperformed in international assessments.
student-centered teachinglearner-centerednew curriculum reform video studyGTI
万方数据
