八年级处境不利学生文言文文本阅读能力的区域监测
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摘要
处境不利学生的阅读能力表现可以反映教育均衡发展的现状。文言文文本是八年级语文阅读教学的重要内容。通过大规模测评,对S市2510名处境不利学生的文言文文本阅读能力进行监测,运用量化、质性相结合的方法分析学生在整体把握、理解欣赏能力要素上的表现。结果表明,处境不利学生的理解欣赏能力较好,但文言断句存在生搬硬套的现象;思维开放度和灵活性的不足制约了处境不利学生实现"阅读抗逆"的可能性;处境不利差生的整体把握、理解欣赏能力都十分薄弱,存在阅读困难。为促进教育公平在学科层面的落实,语文教师应高度关注处境不利学生文言文阅读能力的发展,引导他们在整体把握文意的基础上灵活断句;关注学生的思维培养,提高其思维的开放度、灵活性;激发学生文言文阅读的兴趣,夯实基础;创设互动情境,增强文言文教学与日常生活的联系,强化学生文言文阅读的内部动机。
Through large-scale evaluation,the reading ability of 2510 disadvantaged students in S city was monitored,and the combination of quantitative and qualitative method was used to analyze the students' performance on the elements of comprehensive grasp and understanding and appreciation. The results show that the disadvantaged students have better understanding and appreciation ability,but the phenomenon of apply mechanically on how to determine the pause of a sentence still existed;the lack of openness and flexibility of the mind restricts the possibility of disadvantaged students to achieve reading resilience;and the comprehensive grasp and understanding and appreciation ability of disadvantaged poor students is very weak and there are reading difficulties.Chinese teachers should pay close attention to the development of the classical Chinese reading ability of disadvantaged students,and guide them to break sentences flexibly based on the overall grasp of the meaning of the text;improve the openness and flexibility of students' thinking;stimulate students' interest in classical Chinese reading and lay a solid foundation;create interactive situations and enhance the connection between classical Chinese teaching and daily life,and strengthen students' internal motivation of classical Chinese reading.
Through large-scale evaluation,the reading ability of 2510 disadvantaged students in S city was monitored,and the combination of quantitative and qualitative method was used to analyze the students' performance on the elements of comprehensive grasp and understanding and appreciation. The results show that the disadvantaged students have better understanding and appreciation ability,but the phenomenon of apply mechanically on how to determine the pause of a sentence still existed;the lack of openness and flexibility of the mind restricts the possibility of disadvantaged students to achieve reading resilience;and the comprehensive grasp and understanding and appreciation ability of disadvantaged poor students is very weak and there are reading difficulties.Chinese teachers should pay close attention to the development of the classical Chinese reading ability of disadvantaged students,and guide them to break sentences flexibly based on the overall grasp of the meaning of the text;improve the openness and flexibility of students' thinking;stimulate students' interest in classical Chinese reading and lay a solid foundation;create interactive situations and enhance the connection between classical Chinese teaching and daily life,and strengthen students' internal motivation of classical Chinese reading.
引文
[1]中华人民共和国教育部.义务教育语文课程标准(2011年版)[S].北京:北京师范大学出版社,2012:2-16.
[2]OECD. PISA 2009 Results:Overcoming Social Background Equtiy in Learning Opportunities and Outcomes(VolumeⅡ)[EB/OL].[2018-11-12].http://www.oecd-ilibrary.org/10.1787/9789264091504-en.
[3]李英杰.SOLO分类评价理论在阅读能力评价上的应用[J].首都师范大学学报(社会科学版),2006(2):104-107.
[4]Froma Walsh.家庭抗逆力[M].朱眉华,译.上海:华东理工大学出版社,2013:13.
[5]Scanlon,D. M.,Anderson,K. L.,&Sweeney,J. M.Early Intervention for Reading Difficulties:the Interactive Strategies Approach[M]. Guilford Publications,2016.
[6]曹秀娟,徐辉.“额外努力”项目——英国提高贫困学生学习期望新举措[J].外国中小学教育,2010(4):32-35;39.
[7]Stanovich K E. Matthew Effects in Reading:Some Consequences of Individual Differences in the Acquisition of Literacy[J]. Journal of Education,2009,189(1-2):23-55.
(1)本文数据来自北京师范大学中国教育质量监测协同创新中心“区域质量健康体检项目·中学语文学业质量诊断与反馈”,数据分析得到大项目组的支持,在此表示感谢。
[2]OECD. PISA 2009 Results:Overcoming Social Background Equtiy in Learning Opportunities and Outcomes(VolumeⅡ)[EB/OL].[2018-11-12].http://www.oecd-ilibrary.org/10.1787/9789264091504-en.
[3]李英杰.SOLO分类评价理论在阅读能力评价上的应用[J].首都师范大学学报(社会科学版),2006(2):104-107.
[4]Froma Walsh.家庭抗逆力[M].朱眉华,译.上海:华东理工大学出版社,2013:13.
[5]Scanlon,D. M.,Anderson,K. L.,&Sweeney,J. M.Early Intervention for Reading Difficulties:the Interactive Strategies Approach[M]. Guilford Publications,2016.
[6]曹秀娟,徐辉.“额外努力”项目——英国提高贫困学生学习期望新举措[J].外国中小学教育,2010(4):32-35;39.
[7]Stanovich K E. Matthew Effects in Reading:Some Consequences of Individual Differences in the Acquisition of Literacy[J]. Journal of Education,2009,189(1-2):23-55.
(1)本文数据来自北京师范大学中国教育质量监测协同创新中心“区域质量健康体检项目·中学语文学业质量诊断与反馈”,数据分析得到大项目组的支持,在此表示感谢。