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中小学群文阅读教学影响因素的实证研究

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柯容1,李毅2,吴思睿2. 中小学群文阅读教学影响因素的实证研究[J]. 教师教育学报, 2018, 5(4): 61-72. doi: 10.13718/j.cnki.jsjy.2018.04.009
引用本文: 柯容1,李毅2,吴思睿2. 中小学群文阅读教学影响因素的实证研究[J]. 教师教育学报, 2018, 5(4): 61-72. doi: 10.13718/j.cnki.jsjy.2018.04.009
shu
KE Rong1, LI Yi2, WU Sirui2. An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools[J]. Journal of Teacher Education, 2018, 5(4): 61-72. doi: 10.13718/j.cnki.jsjy.2018.04.009
Citation: KE Rong1, LI Yi2, WU Sirui2. An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools[J]. Journal of Teacher Education, 2018, 5(4): 61-72. doi: 10.13718/j.cnki.jsjy.2018.04.009
shu

中小学群文阅读教学影响因素的实证研究

  • 1. 西南大学 附属小学, 重庆 400700;2. 西南大学 教育学部, 重庆 400715

An Empirical Study on the Influencing Factors of Chinese Language Teachers' Use of Multi-text Teaching Strategies in Primary and Secondary Schools

  • 1. The Primary School Attachecl to Southwest University, Southwest University, Chongqing 400700, China;2. Faculty of Education, Southwest University, Chongqing 400715, China

  • 摘要: 阅读素养不仅是语文核心素养的重要支撑，更是个人学习能力、个人素养和终身发展的重要基础。中小学阶段是阅读素养形成和发展的关键期，易受多种因素的影响和制约。其中，课堂教学的质量对学生阅读素养的培养至关重要。群文阅读教学是一种新兴的语文教学模式，对提高中小学生的阅读素养具有重要作用，但在实施过程中还存在一些问题。课题组以全国1 538名中小学教师为调查对象，调查影响中小学教师实施群文阅读教学的各种因素。本研究基于计划行为理论（Theory of Planned Behavior，简称TPB），采用结构方程模型，分析各种因素对教师群文阅读教学的影响以及这些因素之间的关系。研究发现，教师的工具性态度、主观规范和自我效能感对教师的群文阅读教学意愿具有显著的正向作用，教师的自我效能感对教师的群文阅读教学行为具有显著的正向作用。根据数据分析结果，本研究对教师培训方案提出针对性建议，即优化讲授培训，加强实地培训，加大宣传力度，营造实施环境，以促进群文阅读教学模式的有效实施，提升教师的群文阅读教学能力，进而提升学生的阅读素养。
    Abstract: Reading literacy is not only an important support for human beings' core literacy, but also a vital foundation for personal learning ability, personal accomplishment and lifelong development. The stage of primary and secondary school is the critical period for the formation and development of reading literacy, which is easily influenced and restricted by many factors. Among those factors, the quality of classroom teaching is very important for the cultivation of students' reading literacy. Multi-text reading is a new teaching mode of Chinese reading, which plays an important role in improving the reading literacy of primary and secondary school students, but there are still some problems in the process of its implementation. On the basis of the Theory Planned of Behavior (TPB), this study selected 1458 primary and secondary school teachers in China as samples, investigated the influential factors in the implementation of Multi-text reading instruction in primary and secondary schools. Structural equation modeling was used to explore the interrelationship among these factors and their influences on teachers' actual use of the instruction. The results showed that teachers' instrumental attitude, subjective norms and self-efficacy have significant positive effects on teachers' intention to use the multi-text reading instruction, and teachers' self-efficacy has significant positive impact on teachers' actual implementation of the instruction. According to the results of the data analysis, this study puts forward some pertinent suggestions to the teacher training program, namely, optimizing the teaching and training, strengthening field training, increasing the publicity and creating a proper environment of implementation so as to improve the performance of multi-text reading instruction and enhance Chinese students' core literacy.
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  • 收稿日期:  2018-03-06

中小学群文阅读教学影响因素的实证研究

  • 1. 西南大学 附属小学, 重庆 400700;2. 西南大学 教育学部, 重庆 400715
  • 收稿日期:  2018-03-06

摘要: 阅读素养不仅是语文核心素养的重要支撑，更是个人学习能力、个人素养和终身发展的重要基础。中小学阶段是阅读素养形成和发展的关键期，易受多种因素的影响和制约。其中，课堂教学的质量对学生阅读素养的培养至关重要。群文阅读教学是一种新兴的语文教学模式，对提高中小学生的阅读素养具有重要作用，但在实施过程中还存在一些问题。课题组以全国1 538名中小学教师为调查对象，调查影响中小学教师实施群文阅读教学的各种因素。本研究基于计划行为理论（Theory of Planned Behavior，简称TPB），采用结构方程模型，分析各种因素对教师群文阅读教学的影响以及这些因素之间的关系。研究发现，教师的工具性态度、主观规范和自我效能感对教师的群文阅读教学意愿具有显著的正向作用，教师的自我效能感对教师的群文阅读教学行为具有显著的正向作用。根据数据分析结果，本研究对教师培训方案提出针对性建议，即优化讲授培训，加强实地培训，加大宣传力度，营造实施环境，以促进群文阅读教学模式的有效实施，提升教师的群文阅读教学能力，进而提升学生的阅读素养。

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