小学低年级学生阅读习惯养成策略研究
摘 要
本研究聚焦小学低年级学生阅读习惯养成策略，针对当前基础教育阶段阅读能力培养的迫切需求展开系统研究。通过文献分析、问卷调查和行动研究相结合的方法，对某市三所小学共240名低年级学生进行为期一年的跟踪调查。研究发现，家庭阅读环境、教师指导方式和学校阅读氛围是影响学生阅读习惯养成的关键因素。基于此，本研究创新性地提出了"三位一体"协同培养模式，即构建家校社联动机制、开发阶梯式阅读课程体系、实施多元化评价方式。实践表明，该模式能显著提升学生的阅读兴趣和自主阅读能力，实验组学生的月均阅读量较对照组提高45%，阅读理解测试成绩提升23%。研究还发现，将绘本阅读与生活体验相结合、运用数字技术辅助阅读等创新方法对低年级学生具有显著吸引力。
关键词：小学低年级；阅读习惯养成；三位一体
Research on the strategy of reading habit in primary school
Abstract
This study focuses on the reading habit formation strategies of lower grade primary school students, and conducts a systematic research on the urgent needs of reading ability cultivation in the current basic education stage. Through the combination of literature analysis, questionnaire survey and action research, a total of 240 junior students from three primary schools in a city were followed up for one year. The study found that the family reading environment, teachers 'guidance style and school reading atmosphere are the key factors affecting the formation of students' reading habits. Based on this, this research innovatively puts forward the "trinity" collaborative training mode, that is, the construction of the linkage mechanism of home, school and society, the development of the step of reading curriculum system, and the implementation of diversified evaluation methods. Practice shows that this mode can significantly improve students' reading interest and independent reading ability. The average monthly reading volume of students in the experimental group increased by 45% compared with that of the control group, and the reading comprehension test score increased by 23%. The study also found that innovative methods such as combining picture book reading with life experience and using digital technology to assist reading are highly attractive to younger students.
Keywords: Junior primary school; reading habits; trinity
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景 1
（二）研究现状 1
（三）研究方法与思路 2
二、小学低年级学生阅读现状调查 3
（一）小学生阅读行为特征分析 3
（二）家庭阅读环境影响因素 4
（三）学校阅读教育现状评估 4
三、小学低年级阅读习惯养成机制 6
（一）儿童认知发展与阅读能力关系 6
（二）阅读兴趣培养的关键要素 7
（三）持续阅读行为的激励机制 8
四、小学低年级阅读习惯培养策略 10
（一）家校协同的阅读指导模式 10
（二）分级阅读体系的构建与应用 11
（三）数字化时代的阅读引导方法 12
五、结论与展望 13
参考文献 14
致 谢 15
摘 要
本研究聚焦小学低年级学生阅读习惯养成策略，针对当前基础教育阶段阅读能力培养的迫切需求展开系统研究。通过文献分析、问卷调查和行动研究相结合的方法，对某市三所小学共240名低年级学生进行为期一年的跟踪调查。研究发现，家庭阅读环境、教师指导方式和学校阅读氛围是影响学生阅读习惯养成的关键因素。基于此，本研究创新性地提出了"三位一体"协同培养模式，即构建家校社联动机制、开发阶梯式阅读课程体系、实施多元化评价方式。实践表明，该模式能显著提升学生的阅读兴趣和自主阅读能力，实验组学生的月均阅读量较对照组提高45%，阅读理解测试成绩提升23%。研究还发现，将绘本阅读与生活体验相结合、运用数字技术辅助阅读等创新方法对低年级学生具有显著吸引力。
关键词：小学低年级；阅读习惯养成；三位一体
Research on the strategy of reading habit in primary school
Abstract
This study focuses on the reading habit formation strategies of lower grade primary school students, and conducts a systematic research on the urgent needs of reading ability cultivation in the current basic education stage. Through the combination of literature analysis, questionnaire survey and action research, a total of 240 junior students from three primary schools in a city were followed up for one year. The study found that the family reading environment, teachers 'guidance style and school reading atmosphere are the key factors affecting the formation of students' reading habits. Based on this, this research innovatively puts forward the "trinity" collaborative training mode, that is, the construction of the linkage mechanism of home, school and society, the development of the step of reading curriculum system, and the implementation of diversified evaluation methods. Practice shows that this mode can significantly improve students' reading interest and independent reading ability. The average monthly reading volume of students in the experimental group increased by 45% compared with that of the control group, and the reading comprehension test score increased by 23%. The study also found that innovative methods such as combining picture book reading with life experience and using digital technology to assist reading are highly attractive to younger students.
Keywords: Junior primary school; reading habits; trinity
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景 1
（二）研究现状 1
（三）研究方法与思路 2
二、小学低年级学生阅读现状调查 3
（一）小学生阅读行为特征分析 3
（二）家庭阅读环境影响因素 4
（三）学校阅读教育现状评估 4
三、小学低年级阅读习惯养成机制 6
（一）儿童认知发展与阅读能力关系 6
（二）阅读兴趣培养的关键要素 7
（三）持续阅读行为的激励机制 8
四、小学低年级阅读习惯培养策略 10
（一）家校协同的阅读指导模式 10
（二）分级阅读体系的构建与应用 11
（三）数字化时代的阅读引导方法 12
五、结论与展望 13
参考文献 14
致 谢 15
