学业成就动机、阅读教学及其对学生阅读成绩 的影响:基于PISA2018的中芬比较研究

The Academic Achievement Motivation,Reading Teaching and Its Influence on Students’Reading Achievement:a Comparative Study of China and Finland Based on PISA2018

基于PISA 2018数据,对中国四省市和芬兰学生的学业成就动机、阅读教学感知进行比较分析。结果发现:就学业成就动机而言,虽然中国学生的动机指数显著高于芬兰学生,但芬兰学生的动机结构更优;就阅读教学而言,中国学生感知到的课堂环境更为积极;在动机方面,中国学生的阅读成绩主要靠学业竞争型动机驱动,芬兰学生则主要受任务掌握型动机影响;在教学方面,不同教学指标对两地学生阅读成绩的影响趋势相同,认知激活策略运用对中国学生的阅读成绩影响最大,教师适应性教学则对芬兰学生的阅读成绩影响最明显。为提高我国学生的阅读素养,教育行政部门、学校和教师可以尝试从以下方面着手:充分了解学生的学习心理,优化其学业成就动机结构;进一步深化语文课程改革,探索有效的阅读教学方式;继续促进教育公平,关注处境不利学生与男生的阅读水平。

This study compares the academic achievement motivation and perceived reading teaching of students in four provinces and cities in China and Finland based on the data of PISA 2018.The results show that:Chinese students’indexes of achievement motivation and perceived reading teaching were higher than that of Finnish students,while the achievement motivation structure of Finnish students was better;in terms of reading teaching,Chinese students perceived a more positive classroom environment;in terms of motivation,Chinese students’reading achievement is mainly driven by academic competition motivation,while Finnish students’reading achievement is mainly influenced by task-mastery motivation;in terms of teaching,different teaching indicators have the same influence on the reading achievement of students in the two places,the use of cognitive activation strategy has the greatest influence on the reading achievement of Chinese students,while the teacher adaptation teaching has the most obvious influence on the reading achievement of Finnish students.On the basis,this study proposes several suggestions for reading literacy in China:fully understand students’learning psychology and optimize their achievement motivation structure;further deepen the reform of Chinese curriculum and explore effective reading teaching methods;continue to promote equity in education and focus on the reading levels of disadvantaged students and boys.