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本研究旨在验证以情绪智力为核心建构的阅读干预模式能否促进阅读困难学生的阅读理解成绩,并考察了学生对情绪智力阅读模式的评价。采用问卷测评、智力测验、语文成绩和教师提名的方法,在1200名初一学生中筛选出197名阅读困难学生,把他们随机分成实验组和控制组,采用实验组控制组前后测实验设计进行研究。结果发现:(1)实验组和控制组在后测消极情绪体验上存在显著的组别差异,实验组的消极情绪体验显著少于控制组,但是两组在后测积极情绪体验上不存在显著差异。(2)实验组和控制组阅读成绩存在显著差异,实验组阅读成绩显著高于控制组。两组完成阅读任务的时间差异不显著。(3)实验组和控制组对于不同阅读模式的评价存在显著差异。相对于控制组接受的传统阅读模式,实验组学生认为情绪智力阅读模式更有趣、阅读效果更好,该模式更受实验组学生喜欢。情绪智力阅读模式能够显著降低阅读困难学生的消极情绪,显著提高其阅读成绩,学生对于该模式评价显著好于传统阅读模式。
The purpose of this study is to verify whether the reading intervention model with emotional intelligence as the core can promote the reading comprehension scores of students with reading difficulties and evaluate the students’ evaluation of the emotional intelligence reading mode. 197 students with dyslexia were screened out from 1200 first-year students by means of questionnaire, intelligence test, Chinese test and teacher nomination. They were randomly divided into experimental group and control group, and experimental group controlled group the study. The results showed that: (1) there were significant differences between the experimental group and the control group in the post-test negative emotional experience. The negative emotional experience of the experimental group was significantly less than that of the control group, but there was no significant difference between the two groups in post-test positive emotional experience difference. (2) There were significant differences in reading scores between the experimental group and the control group, and the reading scores of the experimental group were significantly higher than those of the control group. There was no significant difference between the two groups when reading tasks were completed. (3) The experimental group and the control group have significant differences in the evaluation of different reading modes. Compared with the traditional reading mode accepted by the control group, the experimental group students think the emotional intelligence reading mode is more interesting and the reading effect is better, which is more like the experimental group students. Emotional intelligence reading mode can significantly reduce the negative emotions of students with reading difficulties, significantly improve their reading performance, the students evaluation of the model is significantly better than the traditional reading mode.