小学生阅读环境、投入与习惯的调查研究

A Survey of Elementary Students' Reading Environment,Involvement,and Habits

为了探究小学生阅读环境、阅读投入与阅读习惯的水平、年级差异及关系,研究者对长春市某区三所小学的900多名小学生进行了大规模的问卷调查。结果显示,首先,小学生的阅读环境、阅读投入以及阅读习惯水平均较高,但是有明显的年级差异,"四年级"学生对语文课堂环境、阅读教学环境的感知水平,以及阅读态度、动机和策略水平最低,而"六年级"学生在阅读环境、阅读投入以及阅读习惯几乎所有的方面均显著的高于其他年级的学生。其次,小学生的家庭阅读环境,尤其是家庭文化资源,对学生的阅读行为习惯有显著的积极影响,其影响显著的高于课堂环境和阅读教学环境对学生阅读习惯的影响。再次,小学生的阅读教学环境对学生的阅读行为习惯有显著的正向影响,语文课堂环境对学生的阅读投入有影响,却没有直接影响学生的阅读习惯。最后,大部分小学生同时拥有内在和外在阅读动机,深层和浅层的阅读策略。

To explore the level, grade differences and relationships among elementary school students5 reading environment, reading involvement andreading habits, more than 900 elementary students in Changchun were investigated. Results showed that, firstly, the levels of elementary students5 readingenvironment, reading involvement and reading habits were rather high, but there were significant differences among grades. Specially, fourth graders’perceptions of Chinese language classroom environment and reading teaching environment, levels of reading attitude, motivation and strategies were thelowest, while the six graders were the highest. Secondly, students5 family reading environment, especially culture resources, could positively predictstudents5 reading habits, and the effects were larger than those of classroom environment. Thirdly, the reading teaching environment could positively affectstudents5 reading habits, and the classroom environment could significant affect students5 reading involvement, but not reading habits. Finally, most ofstudents held both inner and outer reading motivations, and also deep and surface reading strategies.