ABSTRACT

Based on qualitative data on students’ approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of ‘Text-Centred Reading’ (TCR), which contrasts models such as inquiry-based-learning. TCR differs from established concepts in the literature, emphasizing that the interest orienting the reader’s focus is decisive for her learning. In paraphrasing the model of ‘Teacher-centered-teaching’, the concept criticizes the prevailing framing of reading in higher education as outmoded. Drawing on an earlier study of how researchers read and learn through reading, we discuss how students’ learning can improve if reading is taught and supported as a method of inquiry. Finally we suggest that in confronting specific challenges related to this endeavor inspiration can be drawn from ‘Inquiry-Based Learning’ (IBL) frameworks.

摘要

基于有关学生阅读方法的定性数据，本文认为通过促进阅读​​的展开作为一种探究方法，可以显着改善学生的学习。为了确定学生当前如何定位文本并与之互动，并进一步了解阅读所提供的学习成果，我们开发了“以文本为中心的阅读”（TCR）的概念，该概念与基于查询的学习等模型形成了对比。TCR与文献中已确立的概念不同，它强调以读者的注意力为中心的兴趣对于她的学习至关重要。在诠释“以教师为中心的教学”模式时，该概念批评了高等教育中流行的阅读框架，但这种框架过时了。借鉴早期研究人员如何通过阅读进行阅读和学习的研究，我们讨论了如果将阅读作为一种探究方法进行教学和支持，学生的学习将如何改善。最后，我们建议，在面对与此挑战相关的特定挑战时，可以从“基于查询的学习”（IBL）框架中汲取灵感。