哪种教学方式更能有效提升学生阅读素养——认知激活教学的影响机制  

Which Teaching Method Is More Effective in Improving Students’Reading Literacy—The Influencing Mechanism of Cognitive Activation Teaching

作　　者：孙超桉 李文烨 Sun Chaoan;Li Wenye

机构地区：[1]杭州市学军小学,杭州310012 [2]南京大学教育研究院

出　　处：《教育测量与评价》2022年第6期46-58,共13页Educational Measurement and Evaluation

基　　金：浙江省教育科学规划“双减专项”认定性课题“闲趣时光:小学低年级托管语文作业优化研究”(180154032000011)的阶段性研究成果。

摘　　要：以国际学生评估项目(PISA)2018年的调查数据为基础,选择符合课堂教学三维理论的4类教学方式变量构建模型,分析其对学生阅读素养的影响。对比结果发现,教师使用导向型教学和教学反馈两种教学方式会降低学生的阅读素养,使用认知激活教学与适应性教学两种教学方式则能够提升学生的阅读素养,其中认知激活教学对阅读素养的提升作用更明显。为探明认知激活教学这一教学方式的影响机制,进一步采用有调节的中介效应模型对其进行分析,发现学生畏难感在认知激活教学和阅读素养关系间发挥了中介作用,而阅读兴趣起着调节作用;认知激活教学一方面通过唤起学生已有经验减轻新知识难度,从而缓解学生畏难感,另一方面通过激活学生的阅读兴趣,对畏难感产生抑制作用,从而间接促进学生阅读素养的提升。这启示教师应善于运用认知激活教学方式,帮助学生突破“畏难”情绪障碍,并通过阅读内容与学生经验的内生连接,激活学生潜在的阅读兴趣。Based on the survey data of the program for international student assessment(PISA)in 2018,this research selected four teaching methods in line with the three dimension theory of teaching to construct a model and analyzes their impact on students’reading literacy.The results showed that the two teaching methods of oriented teaching and teaching feedback can reduce students’reading literacy,but the two teaching methods of cognitive activation teaching and adaptive teaching can improve students’reading literacy,among which cognitive activation teaching had the greatest effect on improving students’reading literacy.In order to find out the influencing mechanism of this teaching method,the moderating mediating effect model was further used to analyze the influencing mechanism of cognitive activation teaching,and it was found that students’fear of difficulty played a mediating role in the cognitive activation teaching and reading literacy,while reading interest played a moderating role.On the one hand,cognitive activation teaching reduces the difficulty of new knowledge by arousing students’existing experience,therefore,alleviates students’fear of difficulty;on the other hand,it inhibits students’fear of difficulty by activating students’reading interest,thus indirectly promoting students’reading literacy.This suggested that teachers should be good at using cognitive activation teaching to make students break through the emotional barrier of“fear of difficulty”,and activate students’potential interest in reading by realizing the endogenous connection between reading content and students’experience.

关 键 词：认知激活教学 教学策略 PISA 2018 教学方式 阅读素养 阅读兴趣 

分 类 号：G40-058.1[文化科学—教育学原理]