From November 8 to 9, 2025, the 11th Forum on Empirical Education Research was successfully held at the Shanghai Half-Marathon Su River International Convention Center. Recommended by relevant institutions and reviewed through three rounds—preliminary review, blind review, and final review—the forum concurrently presented the 9th "Excellence in Evidence-Based Educational Research Awards." The paper Does Student-Centered Teaching Promote Chinese Students’ Learning Performance? An Analysis Based on Shanghai TALIS Classroom Video Study Data, co-authored by Dr. Sun Yang and Professor Zhang Minxuan (corresponding author) from TEC, won the Excellence Award in the academic paper category.
The paper was published in the 6th issue of Educational Development Research in 2024 and reprinted by Middle and Primary School Education (Renmin University of China Copy Materials) and Jiao Yu Xue Wen Zhai. Based on data from the TALIS Classroom Video Study— a project fully participated in by TEC—the paper constructed a five-dimensional analytical framework for student-centered teaching. It aims to assess the implementation status of student-centered teaching in China since the new curriculum reform and its impact on students’ learning performance. The study points out that Chinese teachers’ student-centered teaching exhibits a distinct bipolarization from an international perspective: performance in the cognitive construction dimension is particularly prominent, while dimensions such as power sharing remain at a relatively low level. Even after controlling for factors such as pre-test scores, student-centered teaching performance in the cognitive construction dimension still has an independent and linear impact on students’ post-test performance. It is likely a key reason why students in some regions of China have achieved excellent academic results in international large-scale assessments.
