学生提问与语文阅读理解能力的关系研究  

The Relationship between Middle School Students' Ability to Ask Questions and Reading Comprehension

作　　者：杨小洋[1] 申继亮[1] 崔艳丽[2] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]北京教育学院,北京100011

出　　处：《心理科学》2006年第4期806-810,共5页Journal of Psychological Science

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

摘　　要：随机选取北京市某中学初一-高二学生169名,以问卷法研究了他们对文章的提问能力与其阅读理解能力的关系,结果发现:(1)学生提问频次变化范围较广,不同水平提问数量存在显著的差异;(2)从分水平的角度来看,被试个体提问最高频次和总频次,由多到少都呈现出第二、第三、第一水平的顺序;(3)学生第三水平提问总数对第二水平阅读理解能力有显著预测作用;(4)学生第三水平提问总数对第三水平阅读理解能力有一定的显著预测作用。169 students of grades 7,8,10 and 11 completed a questionnaire after reading two short stories. The results showed： （1） The number of questions asked by students varied widely. Significant differences were found among the three levels; （2） According to the levels, the number of questions posed by students decreased by the sequence level 2, 3, 1; （3） Students＇ ability of reading comprehension at level 2 .could be significantly predicted by the number of questions at level 3; （4） Students＇ ability of reading comprehension at level 3 could be significantly predicted by the number of questions at level 3.

关 键 词：学生提问 阅读理解 水平 

分 类 号：B842.3[哲学宗教—基础心理学]