阅读任务对中学生阅读素养的影响与启示--基于PISA 2018的数据分析

The Influence and Enlightenment of Reading Task on Middle School Students' Reading Literacy-Based on PISA 2018 Data

为了探究阅读任务对学生阅读素养的影响,基于PISA 2018中国北京、上海、江苏和浙江四省市学生的测评数据,将经常与较少执行阅读任务的学生的阅读素养测评结果进行比较。研究发现:不同的阅读任务对学生阅读能力的影响不一,其中“提出看法”与“回答问题”两项任务更有利于提升学生阅读能力;9项阅读任务都有助于发展学生的阅读兴趣,优化学生阅读自我概念;在培养学生阅读元认知能力方面,9项阅读任务的效果并不如人意。这些启示语文教师要基于不同阅读任务的特性,设计最佳任务组合优化教学;反思阅读任务的执行过程,提高阅读任务有效性;强化阅读策略教学,提升学生阅读元认知能力。

In order to explore the impact of different reading tasks on students’ reading literacy,based on the assessment data of students in Beijing,Shanghai,Jiangsu and Zhejiang provinces of PISA 2018,the reading literacy assessment results of students who frequently perform reading tasks are compared with those who rarely perform reading tasks. It is found that different reading tasks have different effects on students’ reading ability,and the two tasks of"give your personal thoughts"and"answer questions"are more conducive to the improvement of students’ reading ability,the nine reading tasks are helpful to develop students’ reading interest and optimize students’ reading self-concept,in cultivating students’ reading metacognition,the nine reading tasks are not effective. The study suggests that we should pay attention to the the characteristics of different reading tasks to optimize reading teaching with the best combination of tasks,reflect on the implementation process of reading tasks to improve the effectiveness of reading tasks and strengthen reading strategy teaching to improve students’ reading metacognition.