小学英语教师对阅读素养认知的现状调研

A Survey of Primary School English Teachers’Cognition of Reading Literacy

本文依托中小学生英语阅读素养发展目标理论框架,以163名小学英语教师为研究对象,从教师对阅读素养的认知水平、教师实际教学中培养学生阅读素养的认知水平两大方面展开问卷调查,探究小学英语教师对阅读素养的认知现状。研究表明:教师对阅读能力的重视远高于阅读品格。阅读能力中,语言知识和阅读理解最受重视,其次为解码能力,而文化意识最末。阅读品格方面,阅读体验比阅读习惯更受关注;教师实际教学中对学生阅读素养认知情况良好,但认知深度有待提升。不同年龄、学历及区域的教师对阅读素养的认知水平均不存在显著差异,不同教龄的教师在解码能力、阅读习惯和阅读体验三个方面的认知水平有显著差异。该研究为小学英语教师深化理解、提升实践、助力阅读素养落地提供参照。

Based on the theoretical framework of English reading literacy development goals for primary and secondary school students,taking 163 primary school English teachers as the research subjects,this paper investigates the current situation of teachers’cognition of reading literacy,from teachers’cognition level of reading literacy and of cultivating students’reading literacy in practical teaching.Results show that teachers’focus on cultivation of reading ability far outweighs that on reading character.In terms of reading ability,language knowledge and reading comprehension are valued most,followed by decoding ability,while cultural awareness ranks the last.As for reading character,more importance is attached to reading experience than reading habits.Teachers have correct understanding of students’reading literacy cultivation in practical teaching,while understanding depth needs to be improved.No significant difference is shown in the overall cognitive level of reading literacy among teachers of different ages,educational background and regions.Significant difference is shown in decoding ability,reading habits and reading experience among teachers of different teaching ages.This study provides insights for primary school English teachers to deepen their understanding and promote their implementation to realize the goal of cultivating students’reading literacy.