自主识字策略对低龄段学生识字阅读相关性研究  

Research on the Correlation between Autonomous Literacy Strategies and Reading Literacy in Young Students

作　　者：刘婷 LIU Ting(School of Humanities and Arts,Xi’an International University,Xi’an,Shaanxi 710000,China)

机构地区：[1]西安外事学院人文艺术学院,陕西西安710000

出　　处：《教育教学论坛》2025年第13期65-68,共4页Education And Teaching Forum

摘　　要：小学语文学习强调识字和阅读对低龄段学生至关重要,研究了基础教育低龄段学习者在正常教学环境下,自主识字策略对学习者识字量和阅读量提升的有效性。从自然班一年级选取被试者30人,通过对学习者和学习者的家长采用半结构访谈法对自主识字现状进行梳理,运用自主识字配套测试量表进行前后测实验法收集相关数据并整理归类,运用SPSS对相关数据进行统计分析,统计结果表明,自主识字策略增加了学习者、学习者家长互动策略的频率,学习者识字量和阅读量得到显著提升。Elementary Chinese language learning emphasizes students’initiative,with literacy and reading being essential for younger students.The purpose of this study is to investigate the effectiveness of autonomous literacy strategies and methods on the improvement of young learners’literacy and reading volume in the basic education sector under normal teaching conditions.The study selected 30 first-grade students from a natural class as subjects.A semi-structured interview method was used to sort out the current state of autonomous literacy for the learners and their parents.An autonomous literacy support test scale was applied to collect relevant data through pre-and post-tests,which were then organized and classified.SPSS was utilized for statistical analysis of the data.The statistical results indicate that the autonomous literacy strategies have increased the frequency of interactive strategies between learners and their parents,and have significantly enhanced the learners’literacy and reading volume.

关 键 词：自主识字 培训 策略 

分 类 号：G623[文化科学—教育学]