阅读认知策略、主题熟悉度和文本难易对汉语阅读理解的影响

The Effects of Reading Cognitive Strategies,Topic Familiarity and Textual Difficulty on Chinese Reading Comprehension

Experiments were conducted on 370 Korean junior students in China to explore the impact of reading cognitive strategies, subject familiarity and textual difficulty on their Chinese reading comprehension. The results found that: Among any reading materials that are familiar or difficult, the reading comprehension scores obtained using the organizational strategy are the highest, and the reading comprehension scores obtained using the repetition strategy are the lowest. In the simple reading materials, regardless of the familiarity, the reading comprehension scores obtained by using the organization strategy and the fine processing strategy are higher than those obtained by the retelling strategy. Among the complex reading materials, when the degree of familiarity is high, the reading comprehension scores obtained by using organizational strategies> the reading comprehension scores obtained by using fine processing strategies> the reading comprehension scores obtained by using retelling strategies, and there are significant differences. However, when the degree of familiarity is low, the results of using organizational strategies are significantly higher than those of fine processing strategies and retelling strategies.This paper also analyzes the research results and puts forward corresponding suggestions for the Chinese reading teaching of Korean junior high school students.

采用实验法对370名中国朝鲜族初中三年级学生进行测试，探究阅读认知策略、主题熟悉度和文本难易对其汉语阅读理解的影响。结果发现，在简单阅读材料中，无论熟悉度如何，运用组织策略和精细加工策略得到的阅读理解成绩高于运用复述策略得到的阅读理解成绩。在复杂阅读材料中，熟悉度高时，运用组织策略得到的阅读理解成绩最高，然后是运用精细加工策略得到的阅读理解成绩，运用复述策略得到的阅读理解成绩最低，且均有显著差异。但在熟悉度低时，运用组织策略的阅读理解成绩却明显高于精细加工策略和复述策略。本文还就研究结果进行了分析，并针对中国朝鲜族初中生汉语阅读教学提出了相应的建议。