期刊论文

Can Non-disciplinary Training Promote the Development of Students'Non-cognitive Abilities in the Context of"Double Reduction"?A Survey Based on 30 Counties in 6 Provinces of China

中文

教育与经济

Education and Economy

1003-4870

2024

40

1

40-48

10.3969/j.issn.1003-4870.2024.01.005

BIA22074:国家社会科学基金

本校为第一机构

从学生非认知能力发展的视角出发,基于我国东中西部 6 省 30 个县(市、区)的调研数据探讨中小学生参加非学科培训对其非认知能力的影响.泛精确匹配法的分析结果表明:参加非学科培训能够显著提升小学生的人际交往、集体融入、亲社会行为和情绪调节能力,但只对初中生的集体融入能力有显著正向影响;参加非学科培训对初中生人际交往、集体融入和情绪调节能力的影响存在城乡异质性,对集体融入和情绪调节能力的影响存在留守与非留守的组间异质性,此异质性在小学生样本中不存在.因此,建议在后"双减"时代非学科培训不断发展的浪潮中,应以学生为本位,注重非认知能力的持续发展,采取针对不同学段的差异化策...

The study explores the impact of non-disciplinary training on the development of non-cognitive abilities among primary and secondary school students based on research data from six provinces in the eastern,central,and western regions of China.The results of the Coarsened Exact Matching(CEM)analysis are as follows:(1)participating in non-disciplinary training can significantly enhance primary school students'interpersonal skills,group integration,prosocial behavior,and emotional regulation,but only has a significantly positive effect on the group integration ability of junior middle school stud...