提升中小学生阅读兴趣的实证研究——基于MIMIC模型的教学效能分析

Promoting Students’ Situational Interests in Primary and Middle Schools ——Based on MIMIC model analysis for teaching effectiveness

提升学生的阅读素养是当前我国阅读课程教学改革的重要目标之一。本研究首次尝试将群文阅读这种新兴的阅读教学方式与传统的单本阅读教学方式进行对比研究,主要从提升学生阅读兴趣的效能方面进行分析与探讨。实验涉及我国中西部5个省市、6个区县共计1231名中小学生,并使用MIMIC模型,在有效控制测量误差的基础上,对实证数据进行了量化建模与分析,通过分析发现,群文阅读教学对激发学生阅读的“情境兴趣”有更加显著的作用,具体表现为对学生阅读注意力、情感体验、探索意愿、价值感知的影响更大,同时也验证了Knogler提出的“情境兴趣模型”在阅读教学领域的适用性,从而为进一步推进我国中小学阅读课程教学改革提供了科学的数据支撑。因此,为提升中小学生阅读素养,在阅读教学中引入群文阅读这一新兴的教学方式,具有重要的实践价值和现实意义。

Improving primary and secondary students reading interests is a critical step to promote citizens reading literacy in China. This study made a first attempt to verify the effect of multi-text reading instruction for improving students situational interests in reading by comparing it with the traditional single-text reading instruction in a quasi-experiment study. The study surveyed 1231 primary and secondary school students from 6 counties in 5 provinces in the Midwest of China, and utilized "multiple- indicator and multiple-cause" model to analyze the data, which has a good control of measurement errors.The results demonstrate that the multi-text reading instruction has more significant effects on promoting students situational interests in reading, including attention, emotion, epistemic orientation and value. At the same time, it also verifies the adaptability of the "situational interest model" proposed by Knogler in the field of reading teaching, which provides scientific data support for further promoting the teaching reform of reading curriculum in the primary and secondary schools in China. Therefore, in order to improve the reading literacy of the primary and secondary school students, it is of great practical value and practical significance to introduce the new teaching method of group text reading in reading teaching.