农村儿童课外阅读指导的行动研究
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摘要
课外阅读是学生在课堂外的时间里阅读课外读物的活动,国外的一些研究中分别使用了校外阅读、自由阅读、在家阅读等概念。课外阅读能够促进儿童的学业成绩的发展,也能改善儿童情绪与社会性的发展。
目前,农村儿童课外阅读的现状不容乐观,存在着阅读时间短,阅读范围狭窄,藏书量少,没有良好阅读习惯等方面的问题。
本研究的目的是发展适合农村儿童的课外阅读指导方案;评量指导方案的效果;在行动中反思该方案的局限性并提出改进建议。
行动研究的参与者是某农村小学四年级学生17人,五年级学生30人。通过为参与者提供课外读物并进行课外阅读指导,期望以此激发农村儿童的阅读兴趣,帮助农村儿童养成良好的阅读习惯,并有效提高农村儿童的阅读能力,增加他们的识字量,发展出适合农村儿童的课外阅读指导方案。
研究通过测验法发现课外阅读指导活动能够改善农村儿童现有的阅读状况,具体表现为:农村儿童的识字量明显增加了;农村儿童的阅读理解能力有了显著提高;农村儿童的阅读速度显著提高了。
在家长访谈中发现,参加课外阅读指导活动,改善了农村儿童的阅读习惯,儿童能自觉主动进行课外阅读,增加了农村儿童课外阅读的时间,拓宽了农村儿童的知识面,提高了朗读的流利程度。
最后,文章探讨了本次行动研究存在的不足,并结合在课外阅读指导中遇到的问题,探讨了影响活动中影响活动效果的因素,并针对这些影响因素提出了未来农村儿童课外阅读指导活动中应该注意的问题。
Extracurricular reading is that students read books(magazine,etc) in extracurricular activities. The conceptions of out-school reading、free reading、reading at home are usually used in other studies. Extracurricular reading promote the development of children’s academic performance,and improve children’s emotional and social development.
At present, children’sextracurricular reading is not optimistic. There are several aspects of the problem,short reading time,narrow reading range,without a good reading habit.
The purpose of this study is to develop suitable plan for rural children’s extracurricular reading,to evaluate the effectiveness of the plan,to reconsiderate the limitations of the plan and recommendations for improvement.
The participants are fourth-grade students and fifth-grade students of countryside elementary school. Providing outside reading books and and carrying on the extracurricular reading instruction,expects to arouse the reading interest of rural children, to help them form good reading habits, to improve the their reading ability effectively,to increase their literacy,and to develop scheme of extracurricular reading instruction suiting to countryside elementary school.
It improve the existing resding situation of rural children, specific performance is as follows:Through extracurricular reading activities instruction, the literacy of rural children has increased significantly;Rural children's reading ability has improved significantly;Rural children’s reading speed significantly improved.
It is found that through interviews with parents,improving countryside elementary student’s reading habits, and increasing reading time,increasing the fluency of reading.
Finally, the deficiencies of the guidance are discussed. Unioning the questions which meet in the outside reading instruction, discuss the probloms should be payyed attention to.
目前,农村儿童课外阅读的现状不容乐观,存在着阅读时间短,阅读范围狭窄,藏书量少,没有良好阅读习惯等方面的问题。
本研究的目的是发展适合农村儿童的课外阅读指导方案;评量指导方案的效果;在行动中反思该方案的局限性并提出改进建议。
行动研究的参与者是某农村小学四年级学生17人,五年级学生30人。通过为参与者提供课外读物并进行课外阅读指导,期望以此激发农村儿童的阅读兴趣,帮助农村儿童养成良好的阅读习惯,并有效提高农村儿童的阅读能力,增加他们的识字量,发展出适合农村儿童的课外阅读指导方案。
研究通过测验法发现课外阅读指导活动能够改善农村儿童现有的阅读状况,具体表现为:农村儿童的识字量明显增加了;农村儿童的阅读理解能力有了显著提高;农村儿童的阅读速度显著提高了。
在家长访谈中发现,参加课外阅读指导活动,改善了农村儿童的阅读习惯,儿童能自觉主动进行课外阅读,增加了农村儿童课外阅读的时间,拓宽了农村儿童的知识面,提高了朗读的流利程度。
最后,文章探讨了本次行动研究存在的不足,并结合在课外阅读指导中遇到的问题,探讨了影响活动中影响活动效果的因素,并针对这些影响因素提出了未来农村儿童课外阅读指导活动中应该注意的问题。
Extracurricular reading is that students read books(magazine,etc) in extracurricular activities. The conceptions of out-school reading、free reading、reading at home are usually used in other studies. Extracurricular reading promote the development of children’s academic performance,and improve children’s emotional and social development.
At present, children’sextracurricular reading is not optimistic. There are several aspects of the problem,short reading time,narrow reading range,without a good reading habit.
The purpose of this study is to develop suitable plan for rural children’s extracurricular reading,to evaluate the effectiveness of the plan,to reconsiderate the limitations of the plan and recommendations for improvement.
The participants are fourth-grade students and fifth-grade students of countryside elementary school. Providing outside reading books and and carrying on the extracurricular reading instruction,expects to arouse the reading interest of rural children, to help them form good reading habits, to improve the their reading ability effectively,to increase their literacy,and to develop scheme of extracurricular reading instruction suiting to countryside elementary school.
It improve the existing resding situation of rural children, specific performance is as follows:Through extracurricular reading activities instruction, the literacy of rural children has increased significantly;Rural children's reading ability has improved significantly;Rural children’s reading speed significantly improved.
It is found that through interviews with parents,improving countryside elementary student’s reading habits, and increasing reading time,increasing the fluency of reading.
Finally, the deficiencies of the guidance are discussed. Unioning the questions which meet in the outside reading instruction, discuss the probloms should be payyed attention to.
引文
[1]王继坤.现代阅读教学课程[M].青岛:青岛海洋大学出版社,1999.
[2]叶继奋.在开放中寻求建构[J].中学语文教学参考,2001(8-9):19-21.
[3]Joseph C, Kush M W, Watkins S M,et al.The Temporal-Interactive Influence of Reading Achievement and Reading Attitude[J]. Educational Research and Evaluation, 2005,(1): 29–44.
[4]Anderson R C,Wilson P T, Fielding L G. Growth in reading and how children spend their time outside of school[J]. Reading Research Quarterly,1988,(23):285–303.
[5]Heyns B. Summer learning and the effect of schooling[M]. New York : Academic Press. 1978.
[6]Morrow L M. The impact of a literature-based program on literacy achieve- ment, use of literature, and attitudes of children from minority backgrounds[J]. Reading Research Quarterly, 1992,(27):250–275.
[7]Stevens R J, Madden N A, Slavin R E,et al. Cooperative integrated reading and composition: Two field experiments[J]. Reading Research Quarterly, 1987,(22):433–454.
[8] Leinhardt G. Instructional time: A winged chariot In C. Fisher, & D. Berliner (Eds.), Perspectives on instructional time. New York : Longman. 1985.
[9] 王润华. 语文教学应该“两条腿”走路——谈课内阅读与课外阅读的结合[J].中小学教学研究,2005,(06):15-16.
[10] Greaney V. Factors related to amount and type of leisure time reading[J]. Reading Research Quarterly, 1980,(15): 337–357.
[11] Alexander K L, Entwisle D R, Dauber S L. First-grade classroom behavior : Its short- and long-term consequences for school performance[J]. Child Development, 1993,(64):801–814.
[12]Greaney V, Hegarty M. Correlates of leisure-time reading[J]. Journal of Research in Reading, 1987,(10):3–20.
[13]Rothman R. Students spend little time reading or writing in school, NAEP finds[J]. Education Week, 1990 ,(9):1.
[14] Rowe K J. The influence of reading activity at home on students’ attitudes towards reading, classroom attentiveness, and reading achievement: An application of structural equation modeling[J]. British Journal of Educational Psychology, 1991,(61):19–35.
[15]Krashen S. The power of reading. Englewood, Co: Libraries Unlimited. 1993 .
[16]Krashen S. Every person a reader: An alternative to the California task force report on reading[M]. Culver City, CA: Language Education Associates. 1996.
[17]Ivar Br?ten,Alfred Lie,Rune Andreassen,Bodil S.Olaussen. Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students[J].Reading and Writing.1999(11):65-88.
[18] Fisher D, Lapp D, Flood J. (in press). The effects of access to print through the use of community libraries on the reading performance of elementary students[J]. Reading Improvement. 2001(38):175-182.
[19]Carmen Santisteban,Jesu′s M. Alvarado,Patricia Recio.Evaluation of a Spanish version of the Buss and Perry aggression questionnaire: Some perso- nal and situational factors related to the aggression scores of young subjects[J]. Personality and Individual Differences. 2007,(42):1453–1465.
[20] 张 钿 富 , 林 淑 萍 . 成 人 阅 读 素 养 内 涵 与 相 关 研 究 [J]. 教 育 研 究 月刊.http://www.deujournal.com.tw/memu/96/075.doc.
[21] 江 讯 . 透 视 : 清 华 的 文 化 尴 尬 .http ://home.donews.com/dones/article/7/78941.html,2005-06-08.
[22] 李新玲.天津调查显示:40%的家庭藏书量不到20本.中国青年报,2007-4-23.
[23]浦红宇.小学生课外阅读现状及趋势[J].安徽教育,2004,(01):39-40.
[24] 谢琇珺.小学生课外阅读状况调查及对策[J].湖南教育,2006(05):28-29.
[25]王双丽.中学生阅读现状分析及其引导办法探讨[J].青少年研究,2004(2):5-6.
[26] Greenwood C R, Delquadri J, Hall R V. Code for instructional structure and student academic response[M]. Kansas City, KS: Juniper Gardens Children’s Project, Bureau of Child Research, University of Kansas. 1981.
[27]Ysseldyke J E, Algozzine R. Where to begin in diagnosing reading problems[J].Topics in Learning and Learning Disorders, 1982,(2): 60–68.
[28]Greaney V, Hegarty M. Correlates of leisure-time reading[J]. Journal of Research in Reading, 1987,( 10): 3 – 20.
[29]Romney J C, Romney D M, Menzies H M. Reading for pleasure in French: A study of the reading habits and interests of French immersion children[J]. The Canadian Modern Language Review, 1995,(51):474–492.
[30]Yoon C K, Kim J Y, Yi S K,et al. A national survey of reading[J]. Seoul, South Korea: Korean Research Center for Publications. 2000.
[31]寿永明.课外阅读:促进学生发展的有效途径[J].教育研究,2007(5):79-82.。
[32]王昆建.小学生课外阅读指导现状分析及思考[J].小学语文教学,2006,(01):6-7.
[33]陈万勇,黄志铃.破解课外阅读指导的死结[J].教学与管理,2007(4):65-66.
[34]陈建华.课外阅读指导要“六给” [J].现代中小学教育,2004(1):29-31.
[35]于源溟,周庆云.课外阅读指导的反思与前瞻[J].中国教育学刊,2003(6):38-41.
[36]苏渊. 小学生课外阅读情况的调查和分析——江苏省常州市城乡小学生问卷调查结果分析 [J].中小学图书情报世界,2003(07):35-38.
[37]徐日,宋珍珠,傅兰梅.幼儿智力的城乡和性别差异[J].中国临床心理学杂志,1995,3(1):46-48.
[38]叶瑞繁,龚耀先.龚氏非文字智力量表汉族城市与农村儿童测验结果的比较[J].中国临床心理学杂志,2001,9(1):45-46.
[39]张红静,潘芳,江虹等.城乡儿童 H.R 神经心理测验及相关因素的比较研究[J].中国临床心理学杂志,2001,9(4):275-277.
[40]钞秋玲,汪萍.城市与农村中学生自我概念的比较研究[J].健康心理学杂志,2001,9(4):262-263.
[41]王金道.农村中小学生自我概念调查及城乡差异比较[J].中国临床心理学杂志,2003,11(4):311-312.
[42]聂金菊.农村初中生厌学行为调查[J].中国教育学刊,2005,2(2):29-32..
[43]解立树,张亚联,孙琢瑜等.农村中学生心理健康状况研究[J].中国心理卫生杂志,1995,9(1):40.
[44] 石国兴,郭雪梅.579 名农村小学生心理健康问题的研究[J].中国心理卫生杂志,1994,8(6):263-264,252.
[45]盖笑松,杨芳. 汉语阅读障碍儿童识字状况测验的编制[J].中国特殊教育,2006,(11):58-63.
[46]粟荣等译.儿童外国文学精选本系列丛书之《世界动物故事精选》[M].上海译文出版社,1991.
[2]叶继奋.在开放中寻求建构[J].中学语文教学参考,2001(8-9):19-21.
[3]Joseph C, Kush M W, Watkins S M,et al.The Temporal-Interactive Influence of Reading Achievement and Reading Attitude[J]. Educational Research and Evaluation, 2005,(1): 29–44.
[4]Anderson R C,Wilson P T, Fielding L G. Growth in reading and how children spend their time outside of school[J]. Reading Research Quarterly,1988,(23):285–303.
[5]Heyns B. Summer learning and the effect of schooling[M]. New York : Academic Press. 1978.
[6]Morrow L M. The impact of a literature-based program on literacy achieve- ment, use of literature, and attitudes of children from minority backgrounds[J]. Reading Research Quarterly, 1992,(27):250–275.
[7]Stevens R J, Madden N A, Slavin R E,et al. Cooperative integrated reading and composition: Two field experiments[J]. Reading Research Quarterly, 1987,(22):433–454.
[8] Leinhardt G. Instructional time: A winged chariot In C. Fisher, & D. Berliner (Eds.), Perspectives on instructional time. New York : Longman. 1985.
[9] 王润华. 语文教学应该“两条腿”走路——谈课内阅读与课外阅读的结合[J].中小学教学研究,2005,(06):15-16.
[10] Greaney V. Factors related to amount and type of leisure time reading[J]. Reading Research Quarterly, 1980,(15): 337–357.
[11] Alexander K L, Entwisle D R, Dauber S L. First-grade classroom behavior : Its short- and long-term consequences for school performance[J]. Child Development, 1993,(64):801–814.
[12]Greaney V, Hegarty M. Correlates of leisure-time reading[J]. Journal of Research in Reading, 1987,(10):3–20.
[13]Rothman R. Students spend little time reading or writing in school, NAEP finds[J]. Education Week, 1990 ,(9):1.
[14] Rowe K J. The influence of reading activity at home on students’ attitudes towards reading, classroom attentiveness, and reading achievement: An application of structural equation modeling[J]. British Journal of Educational Psychology, 1991,(61):19–35.
[15]Krashen S. The power of reading. Englewood, Co: Libraries Unlimited. 1993 .
[16]Krashen S. Every person a reader: An alternative to the California task force report on reading[M]. Culver City, CA: Language Education Associates. 1996.
[17]Ivar Br?ten,Alfred Lie,Rune Andreassen,Bodil S.Olaussen. Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students[J].Reading and Writing.1999(11):65-88.
[18] Fisher D, Lapp D, Flood J. (in press). The effects of access to print through the use of community libraries on the reading performance of elementary students[J]. Reading Improvement. 2001(38):175-182.
[19]Carmen Santisteban,Jesu′s M. Alvarado,Patricia Recio.Evaluation of a Spanish version of the Buss and Perry aggression questionnaire: Some perso- nal and situational factors related to the aggression scores of young subjects[J]. Personality and Individual Differences. 2007,(42):1453–1465.
[20] 张 钿 富 , 林 淑 萍 . 成 人 阅 读 素 养 内 涵 与 相 关 研 究 [J]. 教 育 研 究 月刊.http://www.deujournal.com.tw/memu/96/075.doc.
[21] 江 讯 . 透 视 : 清 华 的 文 化 尴 尬 .http ://home.donews.com/dones/article/7/78941.html,2005-06-08.
[22] 李新玲.天津调查显示:40%的家庭藏书量不到20本.中国青年报,2007-4-23.
[23]浦红宇.小学生课外阅读现状及趋势[J].安徽教育,2004,(01):39-40.
[24] 谢琇珺.小学生课外阅读状况调查及对策[J].湖南教育,2006(05):28-29.
[25]王双丽.中学生阅读现状分析及其引导办法探讨[J].青少年研究,2004(2):5-6.
[26] Greenwood C R, Delquadri J, Hall R V. Code for instructional structure and student academic response[M]. Kansas City, KS: Juniper Gardens Children’s Project, Bureau of Child Research, University of Kansas. 1981.
[27]Ysseldyke J E, Algozzine R. Where to begin in diagnosing reading problems[J].Topics in Learning and Learning Disorders, 1982,(2): 60–68.
[28]Greaney V, Hegarty M. Correlates of leisure-time reading[J]. Journal of Research in Reading, 1987,( 10): 3 – 20.
[29]Romney J C, Romney D M, Menzies H M. Reading for pleasure in French: A study of the reading habits and interests of French immersion children[J]. The Canadian Modern Language Review, 1995,(51):474–492.
[30]Yoon C K, Kim J Y, Yi S K,et al. A national survey of reading[J]. Seoul, South Korea: Korean Research Center for Publications. 2000.
[31]寿永明.课外阅读:促进学生发展的有效途径[J].教育研究,2007(5):79-82.。
[32]王昆建.小学生课外阅读指导现状分析及思考[J].小学语文教学,2006,(01):6-7.
[33]陈万勇,黄志铃.破解课外阅读指导的死结[J].教学与管理,2007(4):65-66.
[34]陈建华.课外阅读指导要“六给” [J].现代中小学教育,2004(1):29-31.
[35]于源溟,周庆云.课外阅读指导的反思与前瞻[J].中国教育学刊,2003(6):38-41.
[36]苏渊. 小学生课外阅读情况的调查和分析——江苏省常州市城乡小学生问卷调查结果分析 [J].中小学图书情报世界,2003(07):35-38.
[37]徐日,宋珍珠,傅兰梅.幼儿智力的城乡和性别差异[J].中国临床心理学杂志,1995,3(1):46-48.
[38]叶瑞繁,龚耀先.龚氏非文字智力量表汉族城市与农村儿童测验结果的比较[J].中国临床心理学杂志,2001,9(1):45-46.
[39]张红静,潘芳,江虹等.城乡儿童 H.R 神经心理测验及相关因素的比较研究[J].中国临床心理学杂志,2001,9(4):275-277.
[40]钞秋玲,汪萍.城市与农村中学生自我概念的比较研究[J].健康心理学杂志,2001,9(4):262-263.
[41]王金道.农村中小学生自我概念调查及城乡差异比较[J].中国临床心理学杂志,2003,11(4):311-312.
[42]聂金菊.农村初中生厌学行为调查[J].中国教育学刊,2005,2(2):29-32..
[43]解立树,张亚联,孙琢瑜等.农村中学生心理健康状况研究[J].中国心理卫生杂志,1995,9(1):40.
[44] 石国兴,郭雪梅.579 名农村小学生心理健康问题的研究[J].中国心理卫生杂志,1994,8(6):263-264,252.
[45]盖笑松,杨芳. 汉语阅读障碍儿童识字状况测验的编制[J].中国特殊教育,2006,(11):58-63.
[46]粟荣等译.儿童外国文学精选本系列丛书之《世界动物故事精选》[M].上海译文出版社,1991.