我国农村儿童阅读素养影响因素研究——基于川鄂1014名农村儿童的调研

Research on the Influencing Factors of Rural Children's Reading Literacy of China--Based on the Survey of 1014 Rural Children in Sichuan and Hubei Province

文章从个人因素和环境因素两个维度提出影响农村儿童阅读素养的研究假设,引入性别、年级、留守状态等调节变量,构建农村儿童阅读素养影响模型,并通过四川、湖北两省1014名农村儿童的问卷调研对研究假设和模型进行验证。结果表明,阅读自我效能、阅读兴趣、阅读期望、教师支持、同伴影响对农村儿童阅读素养具有显著正向影响,父母参与对农村儿童阅读素养无显著影响,据此提出我国农村儿童阅读素养培育建议,即价值引领,激发阅读内生动力;多方协同,共同促进阅读关怀;强化指导,营造良好阅读氛围。

Based on the data of 1014 rural children in Sichuan and Hubel, this paper proposes relevant hypotheses affecting rural children's reading literacy from the two dimensions of individual factors and environmental factors, and introduces adjustment variables such as gender, grade, and left-behind status. A model of the impact of rural children's reading literacy was constructed, and the hypothesis and model were verified through a questionnaire survey of 1014 rural children in Sichuan and Hubei provinces. The results show that reading self-efficacy, reading interest, reading expectation, teacher support and peer influence positively affect reading literacy, while parental participation has no significant impact. Therefore, this paper puts forward some suggestions on the cultivation of rural children's reading literacy: value leadership, stimulating endogenous motivation, collaborate with multiple parties to promote reading care, strengthen guidance and create a good atmosphere.