| 篇名 |
四年级学生语文阅读能力影响因素研究——基于阅读投入与阅读教学行为视角
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| 並列篇名 |
A Study on Influencing Factors of Fourth Grade Students’ Reading Ability: From the Perspective of Reading Engagement and Teachers’ Reading Instruction
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| 作者 |
钱荃(QIAN Quan)
、刘洁玲(LAU Kit-ling)
、郑国民(ZHENG Guo-min)
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| 中文摘要 |
为探索四年级学生语文阅读能力的影响因素，本研究对某地区283所小学的语文教师与56796名四年级学生进行了大规模调查。采用量化研究方法，客观呈现了我国四年级学生的阅读情况，并通过双层线性模型从学校层面的阅读教学行为与学生层面的阅读投入讨论了其对阅读能力的具体影响。研究表明：首先，我国四年级学生阅读投入及各要素水平表现较好，但男生、单亲家庭学生表现较弱，农村留守学生表现最差。其次，阅读投入与阅读教学行为对阅读能力有显著的正向预测作用，且情感投入与阅读教学行为存在跨层交互效应：对于那些阅读情感投入较低的学生，教师的阅读教学行为与阅读能力的关系呈现出积极的趋势。
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| 英文摘要 |
In order to explore the influencing factors of fourth grade students’ reading ability, this study tested Chinese teachers from 283 of primary school and 56796 fourth grade students in Mainland China. This study used quantitative research methods, objectively presenting the performance of reading engagement of fourth-grade students in the natural state and analyzing the specific effects of school-level teachers’ reading instruction and students-level reading engagement on reading ability through a multi-level linear model. The results showed that: firstly, the fourth grade students’ reading engagement is great. However, boys and students from single-parent families show weaker performance, and rural left-behind students have the worst performance. Secondly, reading engagement and teachers’ reading instruction have significant positive effect on students’ reading ability. And the emotional engagement at the student level has an interactive effect with the reading instruction of the teachers at the school level. For students with low emotional engagement, the higher frequency of reading instruction of school teachers, the greater positive predictive effect of emotional engagement on reading ability.
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| 頁次 |
072-081
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| 關鍵詞 |
阅读投入
、阅读教学行为
、阅读能力
、四年级
、影响因素
、Reading engagement
、reading instruction
、reading ability
、fourth grade
、influencing factors
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| 卷期 |
17:4
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| 日期 |
202008
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| 刊名 |
基礎教育
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| 出版單位 |
華東師範大學
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| DOI |
10. 3969/j. issn. 1005-2232. 2020. 04. 007
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