阅读投入与阅读教学对中国内地四年级学生阅读理解的影响研究

The Effects of Reading Engagement and Reading Instruction on Chinese Fourth Grade Students' Reading Comprehension

钱荃(Qian Quan) ； 郑国民(Zheng Guomin)

《华文学刊》 38期 (2021/12) Pp. 64-90

摘要

为了解中国内地小学生阅读学习现状，提高学生阅读理解能力，本研究以中国内地Z地区四年级283所小学共56796名学生为样本数据，采用量化研究方法，呈现了中国内地四年级学生的阅读学习现状，并通过多层线性模型讨论了阅读投入与阅读教学对阅读理解的影响。研究发现，中国内地学生阅读投入总体表现较好，但存在明显的群体差异。小学语文课堂阅读体验活动多于训练活动，但知识取向教学倾向仍然明显。阅读投入与阅读教学均能促进学生的阅读理解，但情感投入与阅读教学存在交互作用，对情感投入低的学生来说，阅读教学频率越高，情感投入对阅读能力的正向预测作用越大。

關鍵字

阅读投入 ； 阅读教学 ； 阅读理解 ； 实证研究

並列摘要

In order to understand the current situation of Chinese students' reading competence and improve students' reading comprehension, this study researched 56796 fourth grade students from 283 primary schools in Mainland China through the quantitative method. Firstly, this study discussed the reading engagement of Chinese fourth grade students and reading instruction of Chinese languages teachers in the natural state. Secondly, this study analysed the effects of school-level reading instruction and students-level reading engagement on reading comprehension through a hierarchical linear model. The results showed that: (1) Chinese fourth grade students have a high level of reading engagement, but there are obvious group differences; (2) Chinese language teachers prefer choosing stimulating tasks rather than rote tasks in reading classroom, but the text-centered teaching approach is still common for Chinese language teachers; (3) Reading engagement and reading instruction have positive effects on students' reading comprehension. And there is an interactive effect of emotional engagement and reading instruction on reading comprehension. For students with low emotional engagement, the higher frequency of reading instruction, the greater positive effect of emotional engagement on reading ability.

並列關鍵字

reading engagement ； reading instruction ； reading comprehension ； empirical study