针对当前中小学阅读教学尤其是文本解读教学所面临的困境，本研究借鉴在写作教学中取得良好效果的同伴互评策略，在相关文献研读和理论分析的基础上，提出了“自主解读-同伴互评-再次建构”的文本解读教学策略，将其应用于初二年级语文课文教学实践中，采用前后测、非对等控制组的准实验设计，探究此策略对于初中生文本解读能力的影响和作用，并对教师和学生进行访谈，了解此策略的具体应用效果。实验结果发现：应用此策略的班级中学生的后测成绩与没有应用此策略的对照班级差异不显著。研究对此结果进行了详细的原因分析，结合对于教师和学生的访谈，得出了“自主解读-同伴互评-再次建构”策略对于初中生解读文本具有积极影响的结论。

Nowadays, teachers in primary and secondary schools are faced with difficulties when they teach reading, especially the text interpretation. To solve this problem, the study learned from peer evaluation strategy which has achieved good results in writing instruction. Then, based on that, together with a series of literature review and related theoretical analysis, the study proposed the "Initiative interpretation-Peer review-Reconstruction" strategy and applied it in teaching practice. Specifically, targeted at students in Grade Eighth, this study uses the quasi-experimental design of pre and post-test and non-reciprocal control groups to explore this strategy’s influence on students’ ability of text interpretation. In addition, the researcher interviewed both the teacher and students after experiments to know about the actual application of this strategy. The result shows that there is no significant difference in post-test scores of students who come from different classes, one applies this strategy while the other does not. The possible reasons for the result are discussed and analyzed in details. After a thorough consideration of various factors, it could be concluded that “Initiative interpretation-Peer review-Reconstruction” strategy has positive influence on the development of junior students' ability of text interpretation.