教育期望中的班级效应分析

班级是中国基础教育领域重要的组织设置。利用“中国教育追踪调查”（CEPS）数据，应用分层线性模型，本研究关注班级设置，包括班级组织结构和班级氛围，对初中生教育期望的影响。研究结果表明，在多个组织结构变量中，班主任的受教育程度和教龄对学生教育期望影响显著，但任课老师的资历影响不显著；在多个班级氛围变量中，学生的教育期望既受到班级客观学业水平的影响，亦受到师生之间互动关系的影响。此外，在控制了班级氛围变量后，师资配置对学生教育期望的影响不再显著。总之，在以往研究重点关注个体、家庭和学校影响的基础上，本研究将对教育期望的研究进一步拓展到学校内部的班级环境，并发现师生之间建立的紧密互动关系及良好的班级氛围对学生的教育期望发挥着最重要的影响。

The Impact of School Class on Junior High School Students' Educational Expectation

The classroom is the most elementary unit in the Chinese education system. From the viewpoint of school,the classroom is where education is carried out and all the rules and regulations are implemented. From the viewpoint of students,the classroom is also a place of socializing,interacting and grouping with their peers. In the process of education,the school classroom becomes a key stage of producing and regulating social differentiation. Drawing on data from the China Education Panel Survey(CEPS),this study applies the multi-level linear model to examine the impact of the school classroom on seventh grade students'educational expectation,including classroom organizational structure and classroom dynamics. It is aimed to uncover the effect and the mechanism of school classrooms as an organizational setting in reproducing social inequality. This study reveals that:(1)among multiple structural factors,head-teacher's educational background and teaching experience creates a significant impact on students' educational expectations,while teachers for specific subjects exercise no significant impact;(2)among the variables measuring classroom dynamics,students' educational expectations are influenced by the classroom's academic performance as a whole and the quality of student-teacher interaction;(3)once the variable of classroom dynamics is controlled,teachers' qualifications becomes insignificant. This study broadens research on educational expectation from a focus on individual,family and school to the effects of intra-school class environment. It demonstrates that the impact of school classrooms on individual educational expectations is not through the allocation of resources(teachers' qualification)in the classroom but through the good interaction between teachers and students and the healthy classroom rapport brought about by such a good relationship.