本文選題：中職　切入點：通識教育　出處：《中國職業(yè)技術(shù)教育》2017年20期 　論文類型：期刊論文

【摘要】：利用東部A省和西部B省106所中職學(xué)校(40所民辦,66所公辦)學(xué)生IRT數(shù)學(xué)成績和學(xué)生、教師及學(xué)校的調(diào)查數(shù)據(jù),運用多層線性模型(HLM)對民辦和公辦中職學(xué)校通識教育質(zhì)量進行生產(chǎn)函數(shù)分析。研究發(fā)現(xiàn),公辦和民辦學(xué)校不同投入要素對產(chǎn)出的影響不同,公辦學(xué)校在提高生源質(zhì)量和教師學(xué)歷方面投入更為有效,而民辦學(xué)校對教師經(jīng)驗和班級規(guī)模的反應(yīng)更為敏感。
[Abstract]:Using the IRT mathematics scores and the survey data of students, teachers and schools of 106 secondary vocational schools in the eastern A province and B province in the west, 40 private vocational schools and 66 private vocational schools were used. The production function analysis of general education quality in private and public secondary vocational schools is carried out by using multi-layer linear model. The results show that different input elements of public and private schools have different effects on the output. Public schools are more effective in improving the quality of students and teachers' qualifications, while private schools are more sensitive to teachers' experience and class size.
【作者單位】： 北京大學(xué)中國教育財政科學(xué)研究所;
【分類號】：G712
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本文編號：1590546