在教师教育课程中,学生的阅读理解水平和阅读需求:房间里的大象?
Pelusa Orellana1, Mónica Silva2, Vicente Iglesias3
1Facultad de Educación, University de los Andes, Las Condes, Chile.
Frontiers in psychology
|February 22, 2024
概括
学生的阅读理解显著影响教师教育中的学业成绩. 然而,许多学生与文本复杂性作斗争,强调需要提高阅读技能在高等教育.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 识字研究 识字研究
背景情况:
- 阅读理解是教师教育课程中学生的关键技能.
- 评估阅读能力对学业成功的影响对于课程开发至关重要.
研究的目的:
- 确定阅读理解对教师教育学生第一学期学业成绩的预测价值.
- 探索学生的阅读习惯和对学术阅读的态度.
主要方法:
- 回归分析用于分析智利教育学院72名学生的数据.
- 定性方法探讨了学生的阅读行为和教师的感知.
主要成果:
- 阅读理解显著地,虽然适度地,预测了学业成绩,即使考虑到以前的学业成绩.
- 学生的阅读水平低于所需的文本复杂性,甚至在他们的高年级持续.
- 学生报告说,他们花在阅读课程材料和休阅读上的时间有限;教师承认但缺乏解决这些缺陷的策略.
结论:
- 在教师教育学生的阅读能力和学术文本的要求之间存在着显著的差距.
- 需要进一步的研究来确定这种阅读能力差距是否在高等教育中普遍存在.
- 干预措施可能是必要的,以提高教师教育学生的阅读理解技能,以改善学术成果.
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