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进入21世纪，各国重视提升儿童阅读素养，但对阅读态度与阅读素养复杂互动关系研究不足。本研究基于PIRLS 2021面板数据，运用潜在剖面分析探究儿童阅读态度与素养的“剪刀差”现象。研究发现，全球儿童阅读素养发展表现出空间异质性，阅读兴趣与信心随阅读素养发展呈现“剪刀差”趋势，并且不同国家和地区儿童的阅读态度对阅读素养的影响表现出“双面性”。基于此，本研究提出“监测—干预—支持—政策”四位一体的全球阅读素养治理框架，提供文化适宜的政策工具包，助力我国教育强国战略下阅读素养提升。
Abstract：This study, utilizing PIRLS 2021 panel data, employs latent profile analysis(LPA) to develop a nuanced model of reading literacy, aiming to elucidate the complex relationship between children's reading attitudes and literacy outcomes globally. The findings reveal a heterogeneous development of reading literacy, characterized by a “scissor effect” in children's interest and confidence as literacy skills evolve. Moreover, the researchers also identified a dualistic impact of reading attitudes on literacy across different national and regional contexts. The paper recommends improving the quality of reading education and narrowing the global gap in children's reading literacy development. It also advocates for stimulating children's interest in reading and cultivating a positive attitude, and objectively assessing the impact of reading attitudes and promoting the sustainable development of children's reading literacy. Based on these findings, this study proposes an integrated global reading literacy governance framework of “ monitoring—intervention—support—policy”. It also provides a culturally appropriate policy toolkit to support the enhancement of reading literacy under China's strategy of building a strong education nation.
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(1)注:图1至图5的数据均来自PIRLS 2021国际数据库。
基本信息:
中图分类号:G252.17;G511
引用信息:
[1]胡晓艳,朱之尚,熊建辉.全球儿童阅读态度对阅读素养的影响研究——基于PIRLS 2021面板数据分析[J].全球教育展望,2025,54(07):105-121.
基金信息:
2023年教育部教育管理信息中心委托项目“学前教育国际比较研究及其数据库建设”(项目编号：MOE—CIEM—20230008)的阶段性研究成果