阅读理解情境下中学生提问能力发展特点研究  

The Development of Middle School Students' Ability of Problem Posing in Reading Comprehension Situation

作　　者：杨小洋[1] 申继亮[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2005年第1期60-64,共5页Psychological Development and Education

基　　金：全国教育科学"十五"规划重点课题资助(课题批准号:BBA010051).

摘　　要：从北京市一所普通中学四个年级随机选取学生169名为被试,采用开放式问卷法研究了学生在阅读理解背景下提问能力的发展特点,结果发现:(1)学生提问的频次变化范围较广,随着提问频次的增加,人数呈现波浪式下降趋势;(2)学生所提问题被分为三种水平:事实性问题,推论性问题和评价性问题;(3)随着年级的上升,学生提问水平逐渐增高;(4)学生提问性别差异显著,尤其是在高水平问题上,女生提问数量多于男生。169 students from junior and senior high school completed an open-ended questionnaire after reading two short stories. The results showed: (1) The number of students decrease with the number of problem posed increase by students; (2) The problems posed by students were graded in term of three levels, they are: factual, inferential and evaluative. No significant differences existed among 7, 8, 10, 11 grade students. 10th grade students' scores are highest on secondary and third levels; (3) Significant gender differences were found on secondary and third level, female students outperform than male students.

关 键 词：学生提问 提问能力 高水平 普通中学 年级 中学生 阅读理解 性问题 增高 北京 

分 类 号：B848[哲学宗教—心理学] G633[文化科学—教育学]