高校大班教学的同群效应——基于对经济学课程教学中“小团体”的实证观察

利用某高校经济学基础课教学调查数据,探索大班教学中的“小团体”对学生学业表现的同群效应。将“小团体”的同群效应细分为内生性效应和外生性效应,建立计量经济学模型。结果表明:高校大班教学中的“小团体”能够产生显著的内生性同群效应;在控制了多方面个体特征、个人能力以及个人努力程度以后,外生性效应对学生考试成绩的影响并不显著;女性、汉族、高考成绩和个人努力程度越高的学生学业表现显著更优。根据学生成绩和能力分组的估计结果进一步发现:学习能力更强的学生更容易受到内生性同群效应的影响,高校大班教学中存在“近朱者赤”的现象。因此,在高校大班教学过程中要因势利导,善于运用同群效应来改进传统的教学模式,从更深层次增强大学生的团队协作意识和合作创新意识,激发学生的团队荣誉感和责任感。同时,在大班课堂教学中,教师在课堂分组讨论和课后布置分组教学任务时,要有意识地对学生分组的结构进行干预,强调不同专业、不同成绩学生的混合组队,打乱学生根据学习成绩和专业所形成的天然划分,避免自发形成的“小团体”加剧学生在学业表现上的两极分化。

Group Effect of Large Class Teaching in Colleges and Universities:Based on the Empirical Observation of“Small Groups”in Economics Teaching

Based on the survey data of economics basic course teaching in universities,the group effect of“small group”in large class teaching on the students’academic performance was explored.The group effect of“small group”can be divided into endogenous effect and exogenous effect,and the econometric model was established.The results show that“small group”in large class teaching can produce significant endogenous group effects.After controlling the various individual characteristics,individual ability and individual effort,the exogenous effect is not significant on the students’test results;the results of female,Han nationality,college entrance examination and the students with higher level of personal effort showed significantly better academic performance.According to the estimation results of students’performance and ability grouping,it is further found that the students with stronger learning ability are more likely to be affected by the endogenous conglomeration effect,and the phenomenon of“one taking on the attributes of one’s associates”exists in the large class teaching in colleges and universities.Therefore,in the process of large class teaching in colleges and universities,the same group effect should be used to improve the traditional teaching mode,enhance the consciousness of team cooperation and innovation of college students from a deeper level,and stimulate their sense of honor and responsibility.At the same time,in large class teaching,teachers should consciously intervene in the structure of students’grouping,emphasize the mixed formation of students with different majors and grades,disrupt the natural division of students according to their academic achievements and majors,and avoid the spontaneous formation of“small groups”to aggravate the polarization of students’academic performance.