【摘要】 基于PISA2009的数据,从国际比较的视角出发,使用两水平线性模型,考察阅读投入对15岁学生阅读素养成绩的影响,并分析该影响模式在中国上海、韩国、芬兰和美国之间的异同。结果发现:(1)总体上,在四种不同文化背景下,学生的阅读投入均与阅读素养表现关系密切。(2)具体到构成阅读投入的各个变量,阅读兴趣、控制策略、理解和识记元认知策略以及总结元认知策略均对阅读素养表现有正向预测作用,这在不同文化背景中表现出基本一致的模式;阅读时间量、阅读材料的多样性、网上阅读活动的多样性、校内阅读变量、记忆以及精细化加工策略对阅读素养表现的影响在不同国家/地区表现出不同的关系模式。此外,本研究探讨了从增加个性化阅读时间、增加阅读文本的多样性以及进行有效学习策略的指导三个方面培养学生的阅读投入。更多还原

【Abstract】 This study investigated the impact of reading engagement on reading literacy of 15-year-olds students by employing two-level linear models from an international comparison perspective. Four countries/regions including Shanghai-China, Korea, Finland and United States were selected from the international PISA 2009 database, and the impact patterns of them were compared. The findings indicated that: (1) Students’ reading engagement as a whole was in strong relationship with reading literacy performance under each of the four different cultural contexts. (2) Specifically, among the various variables which jointly defined the concept of reading engagement, reading enjoyment, control strategies, understanding and remembering metacognition strategies, summarizing metacognition strategies had positive effects on reading literacy, which showed a consistent impact patterns among the four countries/regions. However, the amount of reading time, diversity of reading materials, diversity of on line reading activities,reading for school variables, memorization strategies and elaboration strategies had different impact patterns on reading literacy among the four countries/regions. In addition, the study also discussed three ways to cultivate students’ reading engagement: increasing personal reading time, increasing the diversity of reading texts and the guidance for effective learning strategies.更多还原