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发表于 2008-2-19 14:34:43
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摘 要
Abastract
阅读是一个复杂的过程，它有很多心理因素参与，焦虑是其中的一种。
Reading is a complicated process with many psychological factors involved, and anxiety is one of them.
研究表明，阅读学习的过度焦虑会影响阅读的效果。Saito等调查了383名法、日、俄语学习者，探讨外语阅读焦虑状况。研究结果显示，阅读外语能产生焦虑，且阅读焦虑因目的语的不同而不同；阅读焦虑与学习成绩负相关；当学生感觉阅读材料很难时，阅读焦虑会升高。
Studies showed that excessive anxiety in reading influences the reading efficiency. Saito investigated 383 learners of French, Japanese and Russian, to explore the foreign language reading anxiety. The result showed that, reading in foreign language produces anxiety, and the levels of anxiety differs with different target language; the anxiety is negatively related to the grade of learning; and the anxiety is intensified when students feel the reading materials is difficult.
邓欢通过实验和数据分析的方法研究62名英语专业中国大学生的阅读焦虑与英语阅读效率的关系发现，焦虑情绪对阅读效率既会产生正面影响，也会产生负面影响，适度焦虑有利于提高阅读效率。
Using experimental and data analysis method, Deng Huan studied the relationship of reading efficiency and reading anxiety in 62 Chinese English major college students, found out that anxiety emotions can have both positive and negative effects to reading efficiency, and appropriate anxiety can improve reading efficiency.
实际上，对于母语的阅读学习，中学生同样存在过度焦虑的问题。2006年 9月，调查了广州市天河区天荣中学初二（8）班的全体同学，共46名，男生28名，女生18名，年龄均为13岁，均住于天河区。采用Saito等制作的外语阅读焦虑量表测得学生普遍存在阅读过度焦虑，语文阅读焦虑最大值为91．00，最小值为38．00，标准差为11．634，平均分为62．61，高于 Saito等的研究结果（法53．14，日56，俄47．64）超过中间值60，根据频数统计，84．8%的学生处于中等以上焦虑程度。
In fact, excessive anxiety problems also exist even with reading in mother language for middle school students. Investigation was carried out in TianRong Middle School, grade 2, class 8, Tianhe District, Guangzhou City, with all 46 students as testers, among them 28 male, 18 female, average age 13, all residents of Tianhe District. Anxiety in Chinese reading were measured using the Foreign Language Reading Anxiety Scale (FLRAS) Table developed by Saito, and the result showed that reading anxiety are commonly existed; the maximum reading anxiety scale is 91.00, the minimum is 38.00, the standard deviation is 11.634, and the mean of reading anxiety scales is 62.61, which is higher than Saito's research result (53.14 for French learner, 56 for Japanese and 47.64 for Russian). According to the frequency statistics, 84.8% students are higher than the moderate reading anxiety scale.
另外，对阅读焦虑与阅读成绩的相关分析结果表明，阅读焦虑与语文成绩显著负相关，相关系数为-.371，显著性P=.014∠.05（表2）。这说明，阅读焦虑在一定程度上阻碍学生的语文学习。
And according to correlation analysis of reading anxiety and reading scores, the reading anxiety is negatively related to the Chinese exam scores, correlation coefficient is -0.371, significance P = 0.014 < 0.05. This result indicated that, reading anxiety obstructed the students' Chinese learning in some extent.
中学生语文阅读过度焦虑是指由于心理不成熟、知识经验不够、教学方法不良等因素，中学生在语文阅读教学过程中产生的一种恐惧不安的紧张心理，这种心理状态会给教学造成极大的负面影响，教师在教学过程中应该给予相当的重视。
Excessive reading anxiety of middle-school students in Chinese reading class is a kind of mental tension, caused by psychological immature, knowledge and experience insufficiency, or inappropriate teaching methods. This kind of mental status has tremendous negative influence on teaching effect, which needs teachers’ serious attention.
引起阅读过度焦虑的原因有很多，其中中学生青春期的心理特征、外界对中学生提出的阅读要求、教师教学方法和评价方法是否恰当、教师授课情绪是否稳定、师生、文本间视野是否融合等因素，都会使过度焦虑产生。
There are several reasons which cause excessive reading anxiety, such as puberty psychological characteristic of middle-school students, external expectations and pressures to their reading, appropriateness of teachers’ teaching and evaluation methods, teachers’ emotional status during the class, and the synchronization of field of vision amongst the teachers, students and the reading materials.
针对以上原因，要解决这个问题，就必须要进行精神锻炼，增强学生的自信心，同时，还要锻炼学生解决阅读难题的意志力，并运用多种教学形式授课，吸引学生注意力，培养学生的阅读兴趣，并通过多种渠道提高学生阅读学习的效率，减少他们的心理负担以缓解焦虑情绪，最后，还可以利用营造课堂气氛的方法，给学生松绑，让他们在愉悦的环境中学习以消除焦虑。
Based on analysis of above reasons, several approaches were carried out to solve this problem, including mental exercises to strengthen the students’ self-confidence, improve their determination to face the reading difficulties; make use of various teaching form to draw students’ concentration, and to culture their interest in the reading; boost their reading efficiency through multiple channels to ease their psychological burden and relieve their worrying emotion; and lastly, create an relax and active class atmosphere, make a pleasant study environment to help student relieve their anxiety.
经过一年的实践，事实证明以上的方法是有效的。2007年7月，再用Saito制的阅读焦虑量表对初二（8）班46名同学进行测试，经两个学期的教学，学生阅读焦虑的各项状况有明显降低的趋势，与第一次测得的结果比较，均值降低了10.3，标准差也降低了1.371。另外，把初二（8）班2006年7月（初一下学期）与2007年7月天河区统考成绩作比较，得出F值是3.165，显著值P=.032∠.05，这表明语文阅读焦虑水平较低时，阅读成绩较好。这样也证明了采用本文提出的教学方法不仅可以消除中学生语文阅读焦虑，同时可以提高学生的语文成绩。
Above approaches were proved to be effective through one year teaching practice. In July, 2007, the Foreign Language Reading Anxiety Scale (FLRAS) Table developed by Saito were used again to test all the 46 students in grade 2, class 8. After two semesters of teaching, students’ reading anxiety reduced remarkably. Compared with the first test, the mean of Reading Anxiety Scales decreased 10.3, and standard deviation also decreased 1.371. Compare the scores of the two common examination of Tianhe District taken in July 2006 and July 2007 respectively, the F value is 3.165, significance P = 0.032 < 0.05, this result indicated that students get better reading score when anxiety level is lower. At the same time, it also proved that teaching approaches advanced in this paper could help student relieve their Chinese reading anxiety, and could improve the students’ Chinese exam scores in the meantime. |
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