【作者】 李晓洵；

【导师】 梅笑冬； 杨茜；

【作者基本信息】 安徽大学 ， 新闻学， 2013， 硕士

【摘要】 现代社会,报刊、广播、电视、网络等大众传播媒介已经成为人们日常生活的重要组成部分。一般认为,传播媒介的普及可以改善知识传播和教育的条件,有利于提高整个社会的文化水平,缩小社会各阶层和群体之问的差距,最终实现教育公平。然而事实是,我国基础教育发展极不平衡,这种不公平,不仅仅表现在发达地区与欠发达地区之间,同一个县域内城乡差距也非常明显。城乡差距己不仅仅是信息传播不平等的问题：信息获取的差别,最终导致的是财富、利益、地位的不平等。教育的一项重要任务,就是缩小这些差距,实现教育公平。对接受九年义务教育的小学生而言,读书是他们学习知识,改变自己人生的唯一途径,而阅读素养是一切学习的基础。儿童的认知能力在先天并无太大差异,后天校园环境的影响、家庭环境的熏陶及儿童个性化的发展,会使每个儿童的阅读行为存在差异,这种差异在今后也会影响到他们成人之后的社会地位。本文以青少年阅读素养的差异研究为切入点,主要考察城乡两个区域学生在阅读行为上是否存在异同点,存在着什么样的差异现象。通过对城乡两个区域的学生课外阅读行为进行问卷调查、个人访谈,分析城乡间阅读差距存在的主要原因并提出相应对策。全文一共分为六章,第一章绪论主要介绍选题来源及理论与现实意义。第二章通过对小学生阅读素养调查问卷的统计分析,总结出来安县城乡小学生的阅读现状,包括小学生书籍拥有量、课外阅读的时间和阅读内容,并总结出来安县城乡小学生在阅读习惯、阅读目的及阅读能力上的差别。论文的三、四章是本文的主要内容所在,其中第三章通过分析研究认为,阅读素养差异在来安县城乡小学生之间是客观存在的。不管是在阅读书籍的接触与选择上,还是学生自身知识量的积累,县城和乡镇的小学生在阅读素养的质和量上都有明显的差距。然而,通过对阅读素养问卷中取得优秀成绩的学生进行研究后发现,城乡的阅读素养差异并不是绝对存在的,个人动机和态度在一定程度上弥补了城乡阅读素养差距。第四章对城乡阅读素养差异存在的原因进行阐述,笔者认为家庭教育、校园环境、个人素质等方面的因素决定阅读素养差异的扩大和缩小；家庭、学校、社会的互动与协调、内外契合,是缩小小学生阅读素养差距的重要方式和保障。第五章对如何缩小城乡小学生阅读素养差距提出自己的建议,来安县教育部门为农村教育基础设施和均衡师资队伍的建设所做的努力非常值得肯定,但同时也需要正视小学生阅读素养教育上存在的不足。只有通过政府-学校-家庭三个方面的互动与协调,才能弥补城乡小学生阅读素养差距。第六章是对文本的概括性总结,也是对本文研究不足之处的反思。更多还原

【Abstract】 In modern society, the press、radio、television、internet and the other mass media has become an important part of people’s daily life. It is generally believed that the popularity of the media will improve the conditions of knowledge dissemination and promote the cultural level of whole society, narrowing the gap between various social strata and groups, finally achieve educational equity. But the fact is that the development of basic education in China is extremely unfair, it’s not only in developed areas, in underdeveloped areas, the unfair is also very clear.In today’s society, the gap between urban and rural is not only the problem of inequality in the dissemination of information. The disparity of access to information, eventually leading to the inequality of wealth、benefits、status. An important task of education is to narrow the gaps. Reading is the only way for primary students learns to change their life, and reading literacy is the foundation of all learning. Children’s cognitive ability is not much difference in the physical, with the impact of the school and family environment, children’s personality development will lead every child’s reading behavior differences. This difference will finally affect their adult social status.In this paper, the study of reading literacy is used as the entry point, mainly on the existence of similarities and differences on reading behavior between urban and rural area students, the existence of the knowledge gap phenomenon. Through the questionnaire、personal interviews on the two areas of student’s reading behavior, analysis the reason of the reading gap between city and country areas and to propose a solution.The text is divided into six chapters. The first chapter introduces the source of the topic and the theoretical and practical significance. The second chapter concluded the reading situation of primary students from Laian urban and rural though statistical analysis of primary school students reading literacy questionnaire, which included quantity of books, the time and content of the extracurricular reading. Further summary the different between the primary students form Laian urban and rural in the respect of reading habits, reading Purposes and reading ability. The third and fourth chapters are the main content in the thesis, the third chapter analysis the point if the "knowledge gap" exists objectively, we get the conclusions that the "knowledge gap" exist inevitably in the primary students from Laian urban and rural. There is an apparent gap between the primary students from Laian urban and rural in reading quality and quantity. However, the reading of the urban and rural areas "knowledge gap" is not absolute though the reading literacy questionnaire, personal motivation and attitudes fetch up for the urban and rural reading "knowledge gap" to some extent. The fourth chapter elaborates on the reason for the existence of the knowledge gap of urban and rural. Author believe that family education, school environment, and the personal qualities decided the "knowledge gap", the interaction and coordination of family、school、society, is the conditions and guarantees to narrow the primary school reading literacy gap. The fifth Chapter make recommendations on how to narrow the reading "knowledge gap". Author affirmed the effort for the construction of educational infrastructure in rural areas and balanced by Laian, but also pointed out the shortcomings in their primary school reading education, hoped that reading activities can fetch up knowledge gap. The sixth chapter is not only a summary of the text, but also the reflection of the inadequacies of this study.更多还原