摘要
以某市802名八年级抗逆学生、2824名处境不利学生为研究对象,采用层次回归方法,分析两个群体的阅读能力表现及影响因素。结果显示:抗逆学生的阅读能力表现优秀率高,但高阶阅读能力存在隐忧;两成处境不利学生的阅读能力未达标,文学类文本阅读能力明显不足;自我效能感对抗逆学生、处境不利学生的阅读能力表现均具有显著正向预测作用,阅读监控策略、师生关系、寄宿能显著促进处境不利学生阅读能力发展;家庭藏书量对处境不利学生的阅读能力具有显著的负向影响,需加强对家庭藏书质量的监督和引领。要提高处境不利学生的阅读抗逆力,教师应重点关注文学类文本教学,激发处境不利学生的自我效能感;强化高阶阅读能力培养,增强抗逆学生阅读能力的发展后劲;提高阅读策略教学的自觉意识,培养处境不利学生的独立阅读能力;改善与处境不利学生之间的关系,提高阅读教学的亲和力。
Taking 802 eighth-grade disadvantaged resilient students and 2824 disadvantaged students as the research objects,analyze the reading ability performance and influential factors of the two groups.The results show that the excellent rate of the disadvantaged resilient students’reading ability is high,but the reading ability of high-level is not good.Twenty percent of the disadvantaged students are not up to standard.Self-efficacy has a significant positive predictive effect on the reading ability performance of disadvantaged resilient students and disadvantaged students,and reading monitoring strategies,teacher-students relationship and boarding can significantly promote the development of disadvantaged students’reading ability.The amount of family books has a significant negative impact on the reading ability of disadvantaged students.Chinese teachers should focus on literary text teaching,stimulate the self-efficacy of disadvantaged students,strengthen the cultivation of advanced reading ability,enhance the development of disadvantaged resilient students’reading ability,improve the consciousness of reading strategy teaching,cultivate the independent reading ability of disadvantaged students,optimize the relationship with disadvantaged students and improve the affinity of reading teaching.
作者
任明满
赵利曼
杨继利
Ren Mingman;Zhao Liman;Yang Jili
出处
《教育测量与评价》
2020年第4期46-52,共7页
Educational Measurement and Evaluation
基金
重庆市社会科学规划项目“西部地区处境不利学生(7~9年级)阅读抗逆的追踪研究”(项目编号:2019BS083)的阶段性成果。
关键词
抗逆学生
处境不利学生
阅读能力表现
disadvantaged resilient students
disadvantaged students
reading ability performance
作者简介
任明满,西南大学教师教育学院教师,博士,主要研究方向为语文课程与教学论、语文教育测量与评价。(重庆400715);赵利曼,北京师范大学中国基础教育质量监测协同创新中心博士生,主要研究方向为阅读测量与评价;杨继利,北京师范大学文学院博士生,主要研究方向为语文课程与教学论、语文教育测量与评价。
