群文阅读作为提高学生阅读素养一种有效的教学方式,其测评机制还未健全。有鉴于此,借助PISA阅读测试项目以测评学生的群文阅读能力。基于贵阳市城乡X中调查数据,探讨学生群文阅读能力的现状和目前教学存在的误区。结果发现:(1) X中学生...群文阅读作为提高学生阅读素养一种有效的教学方式,其测评机制还未健全。有鉴于此,借助PISA阅读测试项目以测评学生的群文阅读能力。基于贵阳市城乡X中调查数据,探讨学生群文阅读能力的现状和目前教学存在的误区。结果发现:(1) X中学生群文阅读能力整体偏低,有很大的提升空间;(2) 教师对于群文阅读内涵的理解存在偏差,亟需更新观念;(3) 教师在进行群文阅读教学时容易忽视学生的主体地位和个体差异。上述发现表明提高城乡初中生阅读素养的关键在于教师及时更新教学观念,结合学生不同的心理特征制定个性化的阅读教学方案,重点做到让学生真正参与阅读选题,引导此部分学生建立积极的教育期望,激发学生的阅读主动性,促进其形成健全人格。Group reading is an effective teaching method to improve students’ reading literacy, and its evaluation mechanism is not yet sound. In light of this, the PISA reading test project is used to assess students’ group reading abilities. Based on the survey data from X middle schools in urban and rural areas of Guiyang City, this study explores the current status of students’ group reading abilities and the misconceptions in current teaching. The results show: (1) The group reading ability of middle school students in X is generally low and there is a lot of room for improvement;(2) Teachers have a misunderstanding of the connotation of group reading and urgently need to update their concepts;(3) Teachers tend to neglect the students’ subject status and individual differences when conducting group reading teaching. The findings suggest that the key to improving the reading literacy of junior high school students in urban and rural areas is for teachers to update their teaching concepts in a timely manner, develop personalized reading teaching plans based on the different psychological characteristics of students, and focus on truly involving students in the selection of reading materials. This approach is intended to guide these students to establish positive educational expectations, stimulate their initiative in reading, and promote the development of a sound personality.展开更多
文摘群文阅读作为提高学生阅读素养一种有效的教学方式,其测评机制还未健全。有鉴于此,借助PISA阅读测试项目以测评学生的群文阅读能力。基于贵阳市城乡X中调查数据,探讨学生群文阅读能力的现状和目前教学存在的误区。结果发现:(1) X中学生群文阅读能力整体偏低,有很大的提升空间;(2) 教师对于群文阅读内涵的理解存在偏差,亟需更新观念;(3) 教师在进行群文阅读教学时容易忽视学生的主体地位和个体差异。上述发现表明提高城乡初中生阅读素养的关键在于教师及时更新教学观念,结合学生不同的心理特征制定个性化的阅读教学方案,重点做到让学生真正参与阅读选题,引导此部分学生建立积极的教育期望,激发学生的阅读主动性,促进其形成健全人格。Group reading is an effective teaching method to improve students’ reading literacy, and its evaluation mechanism is not yet sound. In light of this, the PISA reading test project is used to assess students’ group reading abilities. Based on the survey data from X middle schools in urban and rural areas of Guiyang City, this study explores the current status of students’ group reading abilities and the misconceptions in current teaching. The results show: (1) The group reading ability of middle school students in X is generally low and there is a lot of room for improvement;(2) Teachers have a misunderstanding of the connotation of group reading and urgently need to update their concepts;(3) Teachers tend to neglect the students’ subject status and individual differences when conducting group reading teaching. The findings suggest that the key to improving the reading literacy of junior high school students in urban and rural areas is for teachers to update their teaching concepts in a timely manner, develop personalized reading teaching plans based on the different psychological characteristics of students, and focus on truly involving students in the selection of reading materials. This approach is intended to guide these students to establish positive educational expectations, stimulate their initiative in reading, and promote the development of a sound personality.
