信息文本难度评析中的师生认知差异研究

Cognitive Differences between Students and Teachers in the Difficulty Evaluation of Informational Text: Based on the Analysis of the Chinese Textbook for Senior Grade of Primary School

中文关键词:  信息文本；难度；认知差异；语文教科书

英文关键词:information text, difficulty, cognitive differences, Chinese textbooks

中文摘要:

      采用问卷调查法，对信息文本难度评析中的师生认知差异进行探究。结果显示：教师认为的信息文本对于学生的难度与学生自身的认知之间存在诸多差异。从整体来看，师生均认为信息文本的难度高于文学文本，且编排顺序不合理。从细部内容来看，教师认为“人物”与“抗战、抢险”的主题难度最大，而学生认为其难度最小；教师认为叙事结构信息文本的难度高于说明结构的信息文本，但学生对此持有相反的看法；师生在难度最大的信息文本评析上意见一致，但在难度最小的信息文本评析上存在认识差异。师生对信息文本难度的各项判断标准的重视程度也存在差异。建议今后在教科书选文及实施教学时应注意：文本难度评估主体及评估方式的多元化；准确判断学生的阅读能力及阅读困难；不同年级信息文本的难度应有清晰层级。

英文摘要:

      This study has investigated the cognitive differences between teachers and students in the difficulty evaluation of information text in the Chinese textbooks and has found a quite large number of differences between them. Overall, both students and teachers believe the difficulty of information text is higher than that of narrative text, and the sequential arrangement of information text is unreasonable. Specially, teachers consider the themes of characters and rescue as the most difficult, which, from students’ perspective, are the least difficult; teachers report that narrative-information text is more difficult than expository-information text, but the students’ perception is just the opposite; they agree on the most difficult information text, though they show differences in the evaluation of the least difficulty one. Differences were also found between their evaluation standards. Finally, following implications are highlighted in teaching and the choice of textbooks: various subjects and methods should be considered in the evaluation of text difficulty; students’ reading ability and reading difficulties have to be evaluated accurately; information texts should have clear difficulty level among different grades.