我国农村小学阅读教学现状——基于贵州省和江西省150所农村小学PIRLS测试问卷分析

doi:10.16382/j.cnki.1000-5560.2020.12.011

摘要/Abstract

摘要： 早期阅读能力的健康发展有利于提高小学生的学业成绩并改善其长期教育表现。本研究从学校和教师的角度探究我国农村小学阅读教学现状，为促进农村学生早期阅读发展奠定基础。基于贵州、江西150所农村小学调查数据，通过国际比较发现，现阶段我国农村小学阅读教学仍存在教师学历水平相对较低、阅读培训时间较短、阅读教学基础教材单一、学校培养学生阅读技能时间较晚等不足。回归结果发现，农村小学阅读教学与学生阅读成绩存在显著正相关关系；教师学历与其参加阅读培训时长对农村小学生阅读成绩的提高尤为重要。学校应加强教师阅读培训的力度，丰富阅读教学资源，优化学校阅读环境。

关键词: 小学生, 阅读能力, 阅读教学, PIRLS测试问卷

Abstract: The development of adequate reading skills at an early age has an enormous influence on the academic achievement of students throughout the course of their educational career. This study explores the status quo of reading teaching in rural primary schools in China from the perspective of schools and teachers, and its findings could help promote the development of early reading for rural students. The survey in 150 rural primary schools in Guizhou and Jiangxi and the results of PIRLS show that teaching of reading still needs to improve.The sample rural teachers had lower level of education, and had not received sufficient reading trainings. The reading materials for teaching were quite single and the schools did not develop students’ reading skills in time. The regression results show that there were significantly positive correlations between teaching of reading and student reading achievement in rural China. And education levels of rural teachers and reading training are especially important for reading development. In order to develop student reading, it is necessary to improve reading training and reading environment, and enrich reading resources for teachers in rural primary schools.

Key words: primary school student, reading development, teaching of reading, PIRLS questionnaires

贾米琪, 高秋风, 彭兰晰, 聂景春, 王欢, 周倩. 我国农村小学阅读教学现状——基于贵州省和江西省150所农村小学PIRLS测试问卷分析[J]. 华东师范大学学报(教育科学版), 2020, 38(12): 121-129.

Jia Miqi, Gao Qiufeng, Peng Lanxi, Nie Jingchun, Wang Huan, Zhou Qian. The Status Quo of Reading Teaching in Rural Primary Schools in China: PIRLS Questionnaires in Guizhou and Jiangxi[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(12): 121-129.

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