阅读投入对阅读素养影响的跨文化比较研究——以PISA 2009为例

摘要/Abstract

摘要： 基于PISA2009的数据,从国际比较的视角出发,使用两水平线性模型,考察阅读投入对15岁学生阅读素养成绩的影响,并分析该影响模式在中国上海、韩国、芬兰和美国之间的异同。结果发现:(1)总体上,在四种不同文化背景下,学生的阅读投入均与阅读素养表现关系密切。(2)具体到构成阅读投入的各个变量,阅读兴趣、控制策略、理解和识记元认知策略以及总结元认知策略均对阅读素养表现有正向预测作用,这在不同文化背景中表现出基本一致的模式;阅读时间量、阅读材料的多样性、网上阅读活动的多样性、校内阅读变量、记忆以及精细化加工策略对阅读素养表现的影响在不同国家/地区表现出不同的关系模式。此外,本研究探讨了从增加个性化阅读时间、增加阅读文本的多样性以及进行有效学习策略的指导三个方面培养学生的阅读投入。

关键词: 阅读投入, 阅读素养, PISA2009

Abstract: This study investigated the impact of reading engagement on reading literacy of 15-year-olds students by employing two-level linear models from an international comparison perspective.Four countries/regions including Shanghai-China,Korea,Finland and United States were selected from the international PISA 2009 database,and the impact patterns of them were compared.The findings indicated that:(1)Students'reading engagement as a whole was in strong relationship with reading literacy performance under each of the four different cultural contexts. (2)Specifically,among the various variables which jointly defined the concept of reading engagement,reading enjoyment,control strategies,understanding and remembering metacognition strategies,summarizing metacognition strategies had positive effects on reading literacy,which showed a consistent impact patterns among the four countries/regions.However,the amount of reading time,diversity of reading materials,diversity of on line reading activities,reading for school variables,memorization strategies and elaboration strategies had different impact patterns on reading literacy among the four countries/regions.In addition,the study also discussed three ways to cultivate students'reading engagement:increasing personal reading time,increasing the diversity of reading texts and the guidance for effective learning strategies.

Key words: reading engagement, reading literacy, PISA 2009

中图分类号:

G442

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, 28(2): 175-183.

ZHANG Wen-jing, XIN Tao. A Cross-Culture Comparison Study of the Impact of Reading Engagement on Reading Literacy:Based on PISA 2009[J]. Psychological Development and Education, 2012, 28(2): 175-183.

参考文献

[1] Baker,L.,&Wigfield,A.(1999).Dimensions of children's motivation for reading and their relations to reading activity and reading achievement.Reading Research Quarterly,34,452-477.
[2] Brozo,W.G.,&Simpson,M.L.(2007).Content literacy for today's adolescents:Honoring diversity and building competence.Upper Saddle River,NJ:Prentice Hall.
[3] Campbell,J.R.,Voelkl,K.E.,&Donahue,P.L.(1997).NAEP 1996 trends in academic progress(NCES Publication No.97985r).Washington,DC:U.S.Department of Education.
[4] Clark,A.,&Trafford,F.(1995).Boys into modern languages:An investigation of the discrepancy in attitudes and performance between boys and girls in modern languages.Gender and Education,7,315-325.
[5] Cole,N.(1997).The ETS gender study:How females and males perform in educational settings.Educational Testing Service,Princeton,NJ. Csikszentmihalyi,M.(1991).Literacy and intrinsic motivation.In S. R.Graubard(Ed.),Literacy(pp.115-140).New York:Noonday.
[6] Cunningham,A.E.,&Stanovich,K.E.(1998).Early reading acquisition and its relation to reading experience and ability 10 years later.Developmental Psychology,33(6),934-945.
[7] Donahue,P.,Daane,M.,&Grigg,W.(2003).The nation's report card:Reading highlights 2003.Washington,DC:National Center for Education Statistics.
[8] Duke,N.K.,&Pearson,P.D.(2002).Effective practices for developing reading comprehension.In A.E.Farstrup&S.J. Samuels(Eds.),What research has to say about reading instruction (3rd ed.,pp.205-242).Newark,DE:International Reading Association.
[9] Finn,J.D.(1993).School engagement and students at risk.Washington,DC:National Center for Education Statistics.
[10] Francis,B.(2000).Boys,girls,and achievement:Addressing the classroom issue.Routledge/Falmer Press,London.
[11] Fredricks,J.A.,Blumenfeld,P.C.,&Paris,A.H.(2004). School engagement:Potential of the concept,state of the evidence. Review of Educational Research,74(1),59-109.
[12] Goldstein,H.(2011).Multilevel statistical models(4nd.).A John Wiley and Sons,Ltd.,Publication. Guthrie,J.T.(2008).Engaging adolescents in reading.Corwin Press, Thousand Oaks,CA.
[13] Guthrie,J.T.,McGough,K.,Bennett,L.,&Rice,M.E.(1996). Concept-oriented reading instruction:An integrated curriculum to develop motivations and strategies for reading.In L.Baker,P. Afflerbach,&D.Reinking(Eds.),Developing engaged readers in school and home communities(pp.165-190).Hillsdale,NJ: Erlbaum.
[14] Guthrie,J.T.,&Wigfield,A.(2000).Engagement and motivation in reading.In M.L.Kamil,P.B.Mosenthal,P.D.Pearson,&R.Barr(Eds.),Handbook of reading research:Volume III(pp.403-422).New York:Erlbaum.
[15] Kirsch,I.,de Jong,J.,Lafontaine,D.,McQueen,J.,Mendelovits, J.,&Monseur,C.(2002).Reading for change:Performance and engagement across countries.Paris:Organisation for Economic Cooperation and Development.
[16] Lonsdale,M.(2003).Impact of school libraries on reading achievement: A review of the research.Melbourne,VIC:Australian Council for Educational Research.
[17] Mills,K.A.(2010).A review of the‘Digital Turn'in new literacy
[18] studies.Review of Educational Research,80,246-271.
[19] OECD.(2002).Reading for change:Performance and engagement across OECD countries.OECD Publishing.
[20] OECD.(2005).PISA 2003 technical report.OECD Publication.
[21] OECD.(2009).PISA data analysis manual:SAS(2nd).OECD Publication.
[22] OECD.(2010a).PISA 2009 Results:Learning to Learn-Student Engagement,Strategies and Practices(Volume III).OECD Publication.
[23] OECD.(2010b).PISA 2009 results:What students know and can do-Student performance in reading,mathematics and science(VolumeⅠ).OECD Publication.
[24] Pressley,G.M.,&Harris,K.H.(2006).Cognitive strategies instruction:From basic research to classroom instruction.In P.A. Alexander&P.H.Winne(Eds.),Handbook of educational psychology(2nd ed.,pp.265-286).Mahwah,NJ:Erlbaum.
[25] Raudenbush,S.W.,&Bryk,A.S.(2002).Hierarchical linear models:Applications and data analysis methods.Newbury Park,CA: Sage Publications.
[26] Schiefele,U.(2009).Situational and individual interest",in Wentzel,
[27] K.R.&Wigfield,A.(eds.),Handbook of Motivation in School, Taylor Francis,New York,pp.197-223.
[28] Skinner,E.A.,Kindermann,T.A.,&Furrer,C.J.(2009).A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement,69(3),493-525.
[29] Smith,C.M.(1996).Differences in adults'reading practices and literacy proficiencies.Reading Research Quarterly,31(2),196-219.
[30] Smith,C.M.,Mikulecky,L.,Kibby,M.W.,&Dreher,M.J.(2000).What will be the Demands of Literacy in the Workplace in the Next Millennium?Reading Research Quarterly,35(3),378-383.
[31] Stanovich,K.(1986).Matthew effects in reading:Some consequences of individual differences in the acquisition of literacy.Reading Research Quarterly,21,360-407.
[32] Wigfield,A.,Guthrie,J.T.,Perencevich,K.C.,Taboada,A., Klauda,S.L.,Mcrae,A.,&Barbosa,P.(2008).Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes.Psychology in the Schools,45(5),432-445.

相关文章 15

[1]	李妍, 梁丽婵, 周欣然, 边玉芳. 家师关系与小学生学校态度：师生关系的中介作用及父母差异[J]. 心理发展与教育, 2024, 40(1): 74-82.
[2]	杨宝琰, 马熙凤, 臧鸿瑜, 毛海燕. 经济收入和父亲受教育程度对农村初中生学习投入的影响：家庭义务感和依赖教育性未来身份的作用[J]. 心理发展与教育, 2024, 40(1): 83-92.
[3]	王淏蘭, 陈红君, 伍新春, 赵英, 孙鹏. 阅读模式对汉语儿童阅读理解的影响:有中介的调节模型[J]. 心理发展与教育, 2023, 39(3): 369-378.
[4]	程阳春, 黄瑾. 近似数量系统与数学能力的关系:一项元分析[J]. 心理发展与教育, 2023, 39(3): 379-390.
[5]	喻昊雪, 李卉, 王福兴. 大学生公正世界信念与学业倦怠的关系:应对方式与无聊倾向的链式中介作用[J]. 心理发展与教育, 2023, 39(3): 391-401.
[6]	陈旭, 张大均, 程刚, 胡天强, 刘广增. 教师支持与心理素质对中学生学业成绩的影响[J]. 心理发展与教育, 2018, 34(6): 707-714.
[7]	聂倩, 张大均, 滕召军, 陆星月, 郭成. 学生感知的学校氛围与主客观学业成绩:心理素质及其分维度的中介作用[J]. 心理发展与教育, 2018, 34(6): 715-723.
[8]	程刚, 唐昕怡, 牛娟, 李佳佳, 张大均. 中学生家庭社会经济地位与学业成绩的关系:心理素质各维度的多重中介作用分析[J]. 心理发展与教育, 2018, 34(6): 700-706.
[9]	陈朝阳, 刘志方, 苏永强, 程亚华. 高低阅读技能聋生词汇加工的语境预测性效应特点:眼动证据[J]. 心理发展与教育, 2018, 34(6): 692-699.
[10]	邹雨晨, 丁颖, 张旭然, 李燕芳. 不同类型反馈对儿童学习效果的影响及性别差异[J]. 心理发展与教育, 2018, 34(5): 567-575.
[11]	李永占. 父母教养方式对高中生学习投入的影响:一个链式中介效应模型[J]. 心理发展与教育, 2018, 34(5): 576-585.
[12]	高瑞彦, 牛美心, 杨涛, 周新林. 4~8年级学生分数数量表征的准确性及形式[J]. 心理发展与教育, 2018, 34(4): 443-452.
[13]	张婕, 黄碧娟, 司继伟, 官冬晓. 乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用[J]. 心理发展与教育, 2018, 34(4): 453-460.
[14]	王明忠, 王梦然, 王静. 父母冲突损害青少年学业成绩:努力控制与课堂参与的中介作用[J]. 心理发展与教育, 2018, 34(4): 434-442.
[15]	池丽萍, 宗正, 辛自强, 陈英和. 建构主义教学与元思维的关系:认知压力的解释[J]. 心理发展与教育, 2018, 34(2): 181-190.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed