高中生感知教师支持对英语阅读投入的影响研究

The Impact of Perceived Teacher Support on English Reading Engagement among Senior High School Students

摘要: 在核心素养导向的高中英语课程改革背景下，感知教师支持是影响学生阅读投入水平的关键环境变量，对提升阅读教学质量与学生核心素养发展具有重要意义。当前高中英语阅读教学普遍存在重行为完成、轻认知激活与情感投入的失衡问题，相关研究对两者的维度关联与群体差异探讨仍不够深入。本研究以自我决定理论与三元交互决定论为理论基础，采用问卷调查法，选取黄冈市某高中318名高一、高二学生为研究对象，运用感知教师支持量表与英语阅读投入量表施测，系统分析高中生感知教师支持与英语阅读投入的总体特征、相关关系及群体差异。研究发现：高中生感知教师支持处于中等水平，英语阅读投入处于中等偏下水平，两者各维度发展均不均衡；感知教师支持与英语阅读投入整体及各维度间均存在显著正相关；认知投入存在显著性别差异，男生得分显著高于女生，所有核心变量均不存在显著年级差异。基于研究结果，从完善三维教师支持体系、优化阅读投入结构、实施差异化教学等方面提出教学策略，为高中英语阅读教学提质提供实证参考。

Abstract: Against the background of senior high school English curriculum reform oriented by core competencies, perceived teacher support is a key environmental variable affecting students’ reading engagement level, which is of great significance for improving the quality of reading teaching and the development of students’ core competencies. At present, senior high school English reading teaching generally has the imbalance of emphasizing task completion while neglecting cognitive activation and emotional investment, and relevant studies still lack in-depth discussion on the dimensional correlation and group differences between the two. Grounded in Self-Determination Theory and Triadic Reciprocal Determinism Theory, this study adopts the questionnaire survey method, selects 318 Grade 10 and Grade 11 students from a senior high school in Huanggang as participants, and administers the Perceived Teacher Support Scale and English Reading Engagement Scale. It systematically analyzes the overall characteristics, correlational relationship and group differences of senior high school students’ perceived teacher support and English reading engagement. The results show that: senior high school students’ perceived teacher support is at a moderate level, while English reading engagement is at a moderately low level, with unbalanced development across dimensions of both variables; there are significant positive correlations between perceived teacher support and English reading engagement at both the overall and dimensional levels; there is a significant gender difference in cognitive engagement, with male students scoring significantly higher than female students, and there are no significant grade differences in all core variables. Based on the findings, teaching strategies are proposed from aspects of improving the three-dimensional teacher support system, optimizing the structure of reading engagement, and implementing differentiated teaching, so as to provide empirical references for improving the quality of senior high school English reading teaching.