培训教师有效利用计算机辅助学习
Teaching Teachers to Use Computer Assisted Learning Effectively
Journal of Human Resources · 2026 · [{"name": "Philip Oreopoulos", "affiliation": []}, {"name": "Chloe Gibbs", "affiliation": []}, {"name": "Michael Jensen", "affiliation": []}, {"name": "J. Ricky Price", "affiliation": []}]
中文摘要
在两项田野实验中，我们检验了一项旨在通过技术手段与持续的教师支持来促进更高水平掌握学习的项目的有效性。研究聚焦于小学与初中数学：教师每周接受辅导，并引导学生沿定制化、渐进式的学习路线图逐步推进。结果表明，该项目对数学成绩具有显著的意向处理效应，为0.12至0.22个标准差。进一步分析显示，这些提升集中于平均每周练习时长达到35分钟或以上的班级。能够实现高剂量练习的教师，往往具有较高的初始认同度、清晰的实施策略，以及密切监测学习进展的意愿。
Abstract
In two field experiments, we test the efficacy of a program designed to encourage greater mastery learning through technology and continuous teacher support. Focusing on elementary and middle school mathematics, teachers receive weekly coaching and guide students through customized, incremental roadmaps. Results indicate significant intent-to-treat effects on math performance of 0.12–0.22 standard deviations. Further analysis shows that these gains are concentrated in classrooms that average 35 minutes or more of practice per week. Teachers able to achieve high-dosage practice have a high degree of initial buy-in, a clear implementation strategy, and a willingness to closely monitor progress.