Teaching Methods,teacher-student Ratio And High School Students' Reading Participation

Reading is a basic skill for human survival and an important means of inheriting culture.With the current globalization of education and the internationalization of competition,reading literacy has gradually become an important soft power for national competition.High-level reading participation is one of the basic conditions for measuring whether an individual has high reading literacy.As the backbone of the country and the nation in the future,the level of youth participation in reading and its influencing factors have also attracted widespread attention from governments at all levels and the education community.The level of reading participation not only affects the current academic performance of young people,but also affects their future competitiveness in the labor market,and may even cause educational inequity and widen the gap between education and society.Teaching methods and student-teacher ratio,as key indicators of teacher input and school input,are of great significance to students' reading performance.However,few studies use representative samples to explore the relationship between student-teacher ratio,teaching methods and reading participation.Based on the PISA2018 evaluation data,this article takes junior high school students in Beijing,Shanghai,Jiangsu,and Zhejiang as the research object,and examines the basic situation of students' reading participation,the ratio of students to teachers,the relationship between teaching methods and reading participation,and reading participation The other influencing factors of the degree are analyzed and researched.On the basis of drawing on the existing literature,this article combines the different reading goals of Chinese junior high school students,and divides the factor of reading participation into two parts:personal level reading participation and school level reading participation.Among them,personal level reading participation refers to students' reading attitudes and reading behaviors in autonomous reading activities,including four indicators:love reading,reading diversity,online reading frequency,and interesting reading;school reading participation refers to students completing school assignments The reading participation frequency of various texts in the course of class or homework,including three indicators of continuous text,discontinuous text and mixed text.The marginal contribution of this article lies in:on the one hand,the use of hierarchical linear modeling(HLM)to analyze and discuss the relationship between student-teacher ratio,teaching methods and student reading participation;on the other hand,this article also continues to explore Other factors that may affect students'reading participation.The main research questions include:First,what is the reading participation of Chinese junior high school students?Second,what is the impact of teachers' teaching methods on students' reading participation?Third,will the influence of teachers' teaching methods on students' reading participation vary due to differences in student-teacher ratios between schools?Fourth,at the individual and school level,are there other factors that affect the reading participation of junior high school students?The main findings of this article are as follows:First,the difference in school level can explain 10.4%of the variation in reading participation at the individual level of students,and 26.0%of the variation in reading participation at the school level.Second,the teacher's teaching methods perceived by students can significantly predict the level of individual reading participation.Among them,the student-perceived oriented teaching method has a significant positive predictive effect on personal level reading participation,and a significant negative predictive effect on school level reading participation.The more frequent teacher-adaptive and feedback-based teaching behaviors perceived by students,the higher the student's personal level of reading participation,and the lower the school level of reading participation.Third,the teacher-student ratio cannot significantly predict students' reading participation.The change in the teacher-student ratio will not significantly change the reading participation of students.This may be due to the positive effect of the teacher-student ratio on student reading participation in counties,towns or urban areas.The result is that the teacher-student ratio caused by the excessively high teacher-student ratio is offset by the negative effect on students'reading participation;it may also be due to the effect of teacher-student ratio on students'reading participation.It is difficult to directly affect students'reading participation.Fourth,the student-teacher ratio has a moderating effect on the influence of teaching methods and reading participation.The student-teacher ratio has a positive moderating effect on the influence of supportive teaching methods and individual level reading participation,and has a negative moderating effect on the influence of school level reading participation.This may be due to the excessively high student-teacher ratio,which easily leads teachers to adopt "extensive" teacher support,which does not guarantee students' high reading participation and learning quality.The student-teacher ratio has a negative moderating effect on the influence of oriented teaching methods and reading participation,and vice versa.The oriented teaching method with low student-teacher ratio is convenient for teachers to give targeted guidance to students,enhance personal reading strategies,self-confidence and reading interest,and improve reading participation level.The student-teacher ratio has a negative moderating effect on the influence of adaptive teaching methods and school-level reading participation.This may be due to the large number of students per teacher,which makes it difficult to adapt to each teacher.The differentiated foundation of each student,and effective feedback on the reading status of each student.Fifth,the personal level characteristics have a significant impact on the reading participation of the two parts,but the school level characteristics have a more significant impact on the individual's reading participation at the school level.Individual level gender,age,family socioeconomic status,meta-cognitive strategies for comprehension and memory,self-concept of reading ability,learning goal orientation and school-level geographic location,school nature,class size,and the qualification rate of teachers in the school are all significant Predict students' reading participation.