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.
出处
《心理科学》
CSSCI
CSCD
北大核心
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)
关键词
学生提问
阅读理解
水平
student problem posing, reading comprehension level
