PISA視域下的中學(xué)生閱讀參與研究
發(fā)布時間：2018-10-12 08:10
【摘要】：閱讀參與即學(xué)生在閱讀過程中和文本及其他個體之間的雙向互動過程,閱讀參與對學(xué)生的閱讀素養(yǎng)有著重要影響,它和閱讀成績有著密切的聯(lián)系。中學(xué)生是現(xiàn)代教育領(lǐng)域中的一個龐大群體,是未來社會生活和建設(shè)的生力軍,他們的閱讀素養(yǎng)和閱讀能力對自身和社會發(fā)展都至關(guān)重要。通過問卷調(diào)查,我們發(fā)現(xiàn)中學(xué)生閱讀參與的積極性不高。究其原因,是因為中學(xué)生的閱讀觀念陳舊、閱讀參與的主動性不高、閱讀參與的范圍狹小,閱讀參與的形式單一等。促進中學(xué)生的閱讀參與勢在必行,本研究對中學(xué)生閱讀參與研究的出發(fā)點是中學(xué)生閱讀參與行為的主動性。本研究在借鑒當(dāng)下先進閱讀理念的基礎(chǔ)上,總結(jié)以往研究的不足,充分利用PISA閱讀測評的有效數(shù)據(jù),著手完善PISA視域下的中學(xué)生閱讀參與研究框架,核心是生成促進中學(xué)生閱讀參與的策略。對中學(xué)生閱讀參與的研究,是一個從理念到實踐的全方位多角度的立體式研究,它涵蓋了閱讀參與行為在空間、時間、廣度、深度等方面的行為特點和發(fā)展方向。促進中學(xué)生閱讀參與的策略:第一,要重樹教師和學(xué)生的閱讀觀,使生本理念成為教師閱讀教學(xué)活動的根本指導(dǎo)理念;使學(xué)生明白閱讀的真正意義在于學(xué)會生活和學(xué)習(xí);第二,鼓勵自主參與,促進學(xué)生的閱讀參與行為由被動向主動轉(zhuǎn)化;第三,在主動參與的基礎(chǔ)上,注重層級參與,引導(dǎo)學(xué)生的閱讀參與層次由淺向深轉(zhuǎn)化;第四,在縱向提高的基礎(chǔ)上,跟進橫向延伸參與,實現(xiàn)學(xué)生的閱讀面由窄向?qū)掁D(zhuǎn)化;第五,落實拓展參與,鼓勵學(xué)生走出校園,促進參與空間由封閉向開放轉(zhuǎn)變;第六,通過評價促進參與,以“去學(xué)業(yè)化”為基本原則,確保評價的公平公正,從中學(xué)生閱讀參與的主動性、過程性、校內(nèi)和課外幾個方面進行評價,確保策略的完整性。
[Abstract]:Reading participation is a two-way interaction process between the students and the text and other individuals in the process of reading. Reading participation has an important impact on the students' reading literacy, and it has a close relationship with the reading results. Middle school students are a huge group in the field of modern education. They are the new force of social life and construction in the future. Their reading literacy and reading ability are very important for their own and social development. Through the questionnaire, we found that the enthusiasm of middle school students to participate in reading is not high. The reason is that the middle school students' reading concept is old, the initiative of reading participation is not high, the scope of reading participation is narrow, and the form of reading participation is single. It is imperative to promote middle school students' reading participation. The starting point of this study is the initiative of middle school students' reading participation behavior. Based on the current advanced reading concept, this study summarizes the shortcomings of previous studies, makes full use of the effective data of PISA reading evaluation, and begins to improve the research framework of middle school students' reading participation from the PISA perspective. The core is to generate strategies to promote students'participation in reading. The study of middle school students' reading participation is a comprehensive and multi-dimensional study from idea to practice. It covers the behavior characteristics and development direction of reading participation in space, time, breadth, depth and so on. The strategies to promote middle school students' reading participation are: first, to re-establish teachers' and students' reading outlook, so that student-oriented concept becomes the basic guiding concept of teachers' reading teaching activities; to make students understand that the real meaning of reading lies in learning to live and study; second, to make students understand that the real meaning of reading is to learn to live and learn. Encourage independent participation, promote students' reading participation behavior from passive to active transformation; third, on the basis of active participation, pay attention to hierarchical participation, guide students' reading participation level from shallow to deep transformation; fourth, On the basis of vertical improvement, follow up the horizontal extension of participation to achieve the students' reading surface from narrow to wide transformation; fifthly, to implement the expansion of participation, encourage students to go out of the campus, promote the participation space from closed to open; sixth, Through evaluation to promote participation, to "deacademize" as the basic principle, to ensure the fairness and fairness of evaluation, from the initiative, process, school and extracurricular aspects of evaluation, to ensure the integrity of the strategy.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.33
[Abstract]:Reading participation is a two-way interaction process between the students and the text and other individuals in the process of reading. Reading participation has an important impact on the students' reading literacy, and it has a close relationship with the reading results. Middle school students are a huge group in the field of modern education. They are the new force of social life and construction in the future. Their reading literacy and reading ability are very important for their own and social development. Through the questionnaire, we found that the enthusiasm of middle school students to participate in reading is not high. The reason is that the middle school students' reading concept is old, the initiative of reading participation is not high, the scope of reading participation is narrow, and the form of reading participation is single. It is imperative to promote middle school students' reading participation. The starting point of this study is the initiative of middle school students' reading participation behavior. Based on the current advanced reading concept, this study summarizes the shortcomings of previous studies, makes full use of the effective data of PISA reading evaluation, and begins to improve the research framework of middle school students' reading participation from the PISA perspective. The core is to generate strategies to promote students'participation in reading. The study of middle school students' reading participation is a comprehensive and multi-dimensional study from idea to practice. It covers the behavior characteristics and development direction of reading participation in space, time, breadth, depth and so on. The strategies to promote middle school students' reading participation are: first, to re-establish teachers' and students' reading outlook, so that student-oriented concept becomes the basic guiding concept of teachers' reading teaching activities; to make students understand that the real meaning of reading lies in learning to live and study; second, to make students understand that the real meaning of reading is to learn to live and learn. Encourage independent participation, promote students' reading participation behavior from passive to active transformation; third, on the basis of active participation, pay attention to hierarchical participation, guide students' reading participation level from shallow to deep transformation; fourth, On the basis of vertical improvement, follow up the horizontal extension of participation to achieve the students' reading surface from narrow to wide transformation; fifthly, to implement the expansion of participation, encourage students to go out of the campus, promote the participation space from closed to open; sixth, Through evaluation to promote participation, to "deacademize" as the basic principle, to ensure the fairness and fairness of evaluation, from the initiative, process, school and extracurricular aspects of evaluation, to ensure the integrity of the strategy.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.33
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