交互式阅读团体训练对青少年阅读成绩的影响研究

发布时间：2019-01-29 02:07

【摘要】：青少年处于固化学习方式的阶段,可塑性较强。从心理机制方面探究学生阅读心理,进行正确的阅读引导,对青少年阅读成绩的影响具有重要意义。本研究以阅读模式研究、青少年阅读研究、团体训练研究的文献综述为理论基础,研究交互式阅读模式与团体训练对青少年阅读成绩的影响作用。本研究选取芜湖市某中学初二学生为被试,采用2x2因素设计实验,划分4个实验组(即a组进行无团体训练、无交互式阅读的教学;b组进行无团体训练、有交互式阅读的教学;c组进行有团体训练、无交互式阅读的教学;d组进行有团体训练、有交互式阅读的教学),分别进行了为期两个月的干预实验,并对各组学生的成绩进行前测和后测,运用多因素方差分析处理数据。实验研究结果显示:交互式阅读模式对青少年阅读成绩影响显著(P=0.0460.05);团体训练对青少年阅读成绩影响显著(P=.000.05);交互式阅读模式与团体训练之间存在互补式交互作用(P=.0330.05);采用无团体训练时,有无交互式阅读的差异边缘显著(P=.0320.05);采用团体训练时,有无交互式阅读的差异并不显著(P=.2760.05)。因此得出结论:单独运用交互式阅读模式对青少年阅读成绩有提高作用,且交互式阅读模式效果优于无交互式阅读模式;单独采用团体训练对青少年阅读成绩有提高作用,且团体训练效果优于无团体训练;在团体训练教学中,运用交互式阅读模式与无交互式阅读模式,对青少年阅读成绩都有提高作用,但二者间影响效果的差异不显著;在无团体训练教学中,运用交互式阅读模式对青少年阅读成绩影响效果显著,且交互式阅读模式效果优于无交互式阅读模式。研究结果对交互式阅读模式在中文阅读教学领域的推广提供理论依据和实践经验,为运用团体训练对学习心理干预提供借鉴意义。
[Abstract]:Teenagers are at the stage of solidifying their learning style and are more flexible. It is of great significance to probe into the students' reading psychology from the aspect of psychological mechanism and carry on the correct reading guidance to the young people's reading achievement. Based on the literature review of reading model, adolescent reading and group training, this study studied the effect of interactive reading model and group training on the reading achievement of adolescents. This study selected a middle school junior high school students in Wuhu as the subjects, using 2x2 factor design experiment, divided into four experimental groups (group a, no group training, no interactive reading teaching; Group B had no group training with interactive reading teaching, group C had group training and no interactive reading teaching; Group d had group training and interactive reading teaching. Two months of intervention experiments were carried out respectively. The scores of each group were tested before and after the test, and the data were processed by multivariate analysis of variance (ANOVA). The results showed that interactive reading model had a significant effect on adolescent reading scores (P0. 046. 05), group training had a significant effect on adolescent reading achievement (P0. 000. 05). There was a complementary interaction between interactive reading mode and group training (P0. 033. 05), and there was significant difference in the edge of the difference between interactive reading and group training (P0. 0320.05). There was no significant difference between interactive reading and group training (P > 2760.05). Therefore, it is concluded that the interactive reading model alone can improve the reading performance of teenagers, and the interactive reading model is better than the non-interactive reading model. Group training alone can improve the reading performance of teenagers, and the effect of group training is better than that of no group training. In group training teaching, the use of interactive reading mode and non-interactive reading mode can improve the reading performance of teenagers, but there is no significant difference between them. In the teaching of non-group training, the interactive reading model has a significant effect on teenagers' reading achievement, and the interactive reading model is better than the non-interactive reading model. The results provide theoretical basis and practical experience for the promotion of interactive reading model in the field of Chinese reading teaching, and provide reference significance for the use of group training in learning psychological intervention.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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