A Study On The Effect Of Interactive Reading Or Group Training On Adolescent Reading Achievement

Teenagers are in the stage of curing learning,strong plasticity.It is of great significance to explore the students' reading psychology from the aspect of psychological mechanism,and to guide them correctly.This study is based on the literature review of the study of reading patterns,the study of adolescent reading and the study of group training.This study selected Wuhu city junior middle school students as subjects,Using 2x2 factor design experiment,divided into 4 experimental groups(a group no group training,no interactive reading teaching;group B without group training,interactive reading teaching;C group of group training,interactive reading teaching D;group teaching,interactive reading training group),respectively.The intervention experiment lasted two months,and for each student achievement pre-test and post test,multivariate analysis of variance of data processing.The experimental results show: the interactive reading model of adolescent reading scores significantly affected(P=0.046 <0.05);group training on teenagers reading performance significantly(P=.00 <0.05);there is complementary interaction between the interactive reading model and the training group(P=.033 < 0.05);the group training,there were no significant interactive reading edge(P=.032>0.05);the group training,there is not significant difference with no interactive reading(P=.276 >0.05).It is concluded that only using the interactive reading model and enhance the role of youth reading scores,and better than the interactive model of reading effect of interactive reading model;only by group training and enhance the role of youth reading scores,and better than the group without training group training;group training in teaching,using the interactive reading model and the interactive model of reading the teenagers reading scores,have improved,but there was no significant difference in effect between the two groups;in the absence of training in the teaching,using the interactive reading model of youth reading achievement effect is significant,and is better than the effect of the interactive reading model without interactive reading model.The results provide a theoretical basis and practical experience for the promotion of interactive reading model in the field of Chinese reading teaching.