八年级学生实用类文本阅读能力的区域监测
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摘要
实用类文本是八年级语文阅读教学的重要组成部分,通过大规模测评,了解八年级学生在实用类文本阅读上的表现,对诊断、指导并改进实用类文本阅读教学具有重要意义。对三个省市的95074名八年级学生进行实用类文本阅读能力的整体测试,分析学生在"整合信息""解释推断""解决问题"三个能力要素上的表现。监测结果表明,学生在"整合信息"和"解决问题"能力要素上整体表现良好,在"解释推断"能力要素上的表现相对薄弱;三个地区学生之间存在明显差距;男生明显落后于女生;三地学生对阅读监控策略的使用不均衡。语文教师应创设问题情境,关注阅读策略培养,提高学生的解释推断能力;因地制宜,提高实用类文本阅读教学的针对性;因材施教,针对男、女学生的实用类文本阅读差异组织阅读教学。
This paper carries out the overall assessment about reading ability for practical texts among 95074 eighth-grade students coming from three provinces and cities,and analyzes their performances in three elements including"the integrated information""the interpretation and deduction"and"the solution". The results show that students generally perform well in"the integrated information"and"the solution",and are relatively weak in"the interpretation and deduction";there is the clear gap in the three elements among students;boys are clearly behind girls;the use of reading monitoring strategies within them is not balanced. So,teachers in Chinese teaching should create problem situation,and improve students' ability of interpretation and inference;improve the pertinence of the teaching of practical texts according to local conditions;teach students according to their aptitude and organize the teaching concerned according to the reading differences of practical texts between male and female students.
This paper carries out the overall assessment about reading ability for practical texts among 95074 eighth-grade students coming from three provinces and cities,and analyzes their performances in three elements including"the integrated information""the interpretation and deduction"and"the solution". The results show that students generally perform well in"the integrated information"and"the solution",and are relatively weak in"the interpretation and deduction";there is the clear gap in the three elements among students;boys are clearly behind girls;the use of reading monitoring strategies within them is not balanced. So,teachers in Chinese teaching should create problem situation,and improve students' ability of interpretation and inference;improve the pertinence of the teaching of practical texts according to local conditions;teach students according to their aptitude and organize the teaching concerned according to the reading differences of practical texts between male and female students.
引文
[1]郑国民.关于我国九年义务教育语文课程改革的思考[J].课程·教材·教法,2000(10):3-7.
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[5]沈学珺.上海“抗逆”学生的学习特点——基于PISA 2009数据的实证研究[J].教育发展研究,2012(18):25-30,36.
[6]OECD.The ABC of Gender Equality in Education:Aptitude,Behaviour,Confidence,PISA,OECD Publishing.x[EB/OL].[2018-01-20].http://www.oecd-ilibrary.org/content/book/9789264229945-en.
[7]张丽.关注性别差异,引导课外阅读[J].江苏教育研究,2016(35):76-78.
[8]刘畅.男女生阅读素养存在差距是世界性难题[N].中国教育报,2011-03-17(7).
[2]中华人民共和国教育部.义务教育语文课程标准(2011年版)[S].北京:北京师范大学出版社,2012.
[3]张文静,辛涛.阅读投入对阅读素养影响的跨文化比较研究——以PISA 2009为例[J].心理发展与教育,2012(2):175-183.
[4]Cramer E H,Castle M.Fostering the Love of Reading:the Affective Domain in Reading Education[M].Order Dept.,International Reading Association,800 Barksdale Rd,PO Box 8139,Newark,DE 19714-8139,1994.
[5]沈学珺.上海“抗逆”学生的学习特点——基于PISA 2009数据的实证研究[J].教育发展研究,2012(18):25-30,36.
[6]OECD.The ABC of Gender Equality in Education:Aptitude,Behaviour,Confidence,PISA,OECD Publishing.x[EB/OL].[2018-01-20].http://www.oecd-ilibrary.org/content/book/9789264229945-en.
[7]张丽.关注性别差异,引导课外阅读[J].江苏教育研究,2016(35):76-78.
[8]刘畅.男女生阅读素养存在差距是世界性难题[N].中国教育报,2011-03-17(7).