The Influence Of Teachers’ Teaching Practices And Students’ Reading Attitude On Reading Achievement

Reading ability is the key ability for students to learn effectively and adapt to life,and students’ performance in language and reading learning is the basis for learning all subjects well.In the context of basic education reform,teachers’ teaching practices in the classroom have been continuously improved.In view of the relationship between teaching and learning,the teaching practices carried out by teachers in the classroom needs not only to improve teaching efficiency,but also to adapt to the individual development of students,which is also a topic of concern in current classroom teaching research.This research is centered on Chinese subjects and explores the relationship between teachers’ teaching practices,reading attitude and reading achievement.This research first uses the literature analysis method to summarize the existing research on teachers’ teaching practices,students’ reading attitudes,and reading performance at home and abroad,and proposes research hypotheses based on this.Using the student questionnaire data from four provinces and cities in China(Beijing,Shanghai,Jiangsu,Zhejiang)in the PISA2018 test,12,058 15-year-old students from 361 schools who participated in the test were used as the research objects.Secondly,a descriptive analysis of the scores of students on each topic is carried out to explain the basic characteristics of each dimension,and the correlation test between the teachers’ teaching practices,students’ reading attitude and reading performance is carried out to explain the correlation of each dimension.Finally,establish an intermediary structural equation model for the three to explain the structural relationship of the three,calculate the direct and indirect effects of teachers’ teaching practices and students’ reading attitude on reading performance,and compare whether boys and girls show differences in each path analysis.The results of the study are as follows:1)The most teachers in Chinese language classrooms use direct instruction teaching,followed by incentives to participate in reading teaching,and the least is adaptive teaching.2)Chinese middle school students perform well in reading attitude;girls perform better than boys in reading attitude.3)The reading performance of girls is significantly higher than that of boys.4)Motivation to participate in reading teaching has a strong correlation with reading performance,while adaptive teaching,direct instruction teaching and reading performance are weak;reading pleasure,perception of reading ability,perception of reading difficulty,and reading performance are all moderately related;The three dimensions of teachers’ teaching practices are moderately related to the perception of reading ability,followed by the degree of correlation with reading interest,and the degree of correlation with the perception of reading difficulty is low.5)Direct instructional teaching mainly affects reading pleasure and then has an indirect effect,and motivational teaching has an indirect effect by affecting reading pleasure and the perception of reading difficulties.6)Direct instruction teaching has a significant direct impact on girls’ reading performance;motivation to participate in reading teaching has significant direct and indirect effects on both boys and girls’ reading performance;boys and girls’ performance in each impact has not been tested There are significant differences.Through the study of the relationship among teachers’ teaching practice,reading attitude and reading achievement,it is proved that students’ reading attitude plays an intermediary role in the influence of teaching practices on reading achievement.After analysis,teachers’ use of stimulating reading teaching practice is more helpful in cultivating students’ reading interest and reading performance,and ultimately improving students’ comprehensive learning performance.