PIRLS视域下赣州地区小学四年级学生阅读素养研究

发布时间：2018-03-18 06:11

本文选题：PIRLS　切入点：小学四年级学生　出处：《赣南师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：“促进国际阅读素养研究”是由国际教育成就调查委员会所主持的计划,目的在于研究世界各国及地区小学9岁儿童(相当于小学四年级年级)的阅读能力。本研究在PIRLS研究的基础上,采用阅读差异分析和放声思考法在小学四年级寻找两名男生和两名女生试测阅读测验,同时请他们的家长、教师及校长预完成相对应的家庭问卷、教师及学校问卷,用访谈法和观察法,进一步交流,完成预测试,对阅读测验和环境问卷完成本土化修改。然后在赣州市选取两所城市小学和两所农村小学,每个学校随机选择两个班级小学四年级的学生,进行PIRLS项目测量,评量赣州地区小学四年级学生阅读素养,研究影响阅读素养的个人阅读态度与行为、家庭阅读环境、学校(教学)阅读环境三方面因素,对高分组和低分组进行进一步分析,探索评价结果对于家长、学校和教师、教育决策者的指导意义参考价值。一是给家长的建议,做好阅读榜样,丰富家庭教育资源,增加亲子阅读时间,给孩子充裕的时间。二是给学校建议,将专业自主权还给教师,加强诠释历程的教学,增加学生自主阅读技能和时间。三是给教师建议,提升教师专业技能,阅读从教师做起,减少“无效”阅读作业。四是是给政府部门的建议,制定政策方案,结合社会力量,积极推动全民阅读运动,给予学生大量的阅读书籍与选择权,提供学生解决问题的多元管道。
[Abstract]:The study on promoting International Reading Literacy is a project sponsored by the International Commission of Inquiry on Educational Achievement. The aim of this study was to study the reading ability of children aged 9 years in primary schools (equivalent to grade 4) in various countries and regions of the world. This study is based on the PIRLS study. Two male and two female students were selected to test the reading test in the fourth grade of primary school by reading difference analysis and sound thinking, and their parents, teachers and principals were asked to complete the corresponding family questionnaire, teacher and school questionnaire in advance. With the method of interview and observation, we can communicate further, complete the forecast test, complete the localization revision of the reading test and the environmental questionnaire. Then we select two urban primary schools and two rural primary schools in Ganzhou City, and then we select two urban primary schools and two rural primary schools in Ganzhou City. Each school randomly selected four grade students in two classes to measure the reading literacy of the fourth grade students in Ganzhou area, and to study the personal reading attitude and behavior, and the family reading environment. In order to explore the guiding value of the evaluation results for parents, schools and teachers, and educational decision makers, the author makes further analysis of the three factors of reading environment in school (teaching), including the high score group and the low group. The first is the suggestion to the parents. Set a good example of reading, enrich family education resources, increase time for parents and children to read, and give children plenty of time. Second, give advice to schools, return professional autonomy to teachers, and strengthen the teaching of interpreting the course. Third, to give teachers advice, to upgrade teachers' professional skills, to start reading from teachers, and to reduce "ineffective" reading assignments. Fourth, to give advice to government departments, formulate policies and programs, and integrate social forces. To actively promote the national reading campaign, to give students a large number of books and options, to provide students with multiple channels to solve problems.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.23

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