阅读能力是个体在现代社会生存发展、取得成功所必须具备的前提条件。阅读能力的培养离不开教师的干预，探究课程改革“自主、合作、探究”理念下的语文教师教学方式对学生阅读能力产生的影响及具体作用机制，对阅读教学实践具有重要指导意义。在影响学生阅读能力的教师因素和个体因素中，分别选取教师教学方式和学生阅读投入，探究二者与学生阅读能力的关系。采用量化研究取向，客观呈现当前语文教师教学方式、学生阅读投入和阅读能力的表现特征，进一步通过建立结构方程模型，验证阅读投入在教学方式和阅读能力之间的中介效应及具体作用机制。
根据数据统计分析，在教学方式、阅读投入和阅读能力的表现方面主要取得以下发现：第一，“自主、合作、探究”教学方式的实施情况总体较好，学生的感知程度较高，其中互动合作教学方式的运用和感知相对较少。第二，在阅读投入的“行为-情感-认知”三维度中，学生阅读行为投入严重不足，单亲学生阅读投入困境明显。第三，学生阅读能力的总体水平偏低，分值分布严重不均。
根据结构方程模型结果，在多重中介探究中主要取得以下发现：第一，阅读投入是教学方式影响学生阅读能力的重要中介因素，发挥着部分中介作用。其中行为投入的中介最大，认知投入的中介效应最小。第二，在因材施教教学方式通过阅读投入影响阅读能力的具体路径中，行为投入的中介效应最大。第三，阅读投入是互动合作教学方式影响学生阅读能力的主要中介路径，其中情感投入的中介效应最大。第四，在引导探究教学方式影响阅读能力的路径中，认知投入与行为投入的中介作用都较为可观。
针对上述研究结论，分别从因材施教、互动合作、引导探究三个维度提出阅读教学方式的改进建议。对于因材施教教学方式，要关注阅读行为投入的重要中介作用，聚焦针对性的学习方法指导，推动学生阅读行为投入的改善；对于互动合作教学方式，要关注阅读情感投入的重要中介作用，鼓励教师以多元的方式充分参与互动合作，激发学生的阅读内部动机和阅读兴趣；对于引导探究教学方式，要关注认知投入的重要中介作用，注重阅读策略的教学和训练，同时创设真实的社会化情境，与学生的日常生活相联系。研究结论丰富了当前关于“自主、合作、探究”教学方式在语文教学和阅读教学中实际效果的实证研究，具体探究了不同教学方式影响学生阅读能力的作用机制，对于教师有针对性地实施阅读教学具有参考价值。

Reading ability is a prerequisite for individuals to survive, develop and succeed in modern society. The development of reading ability is inseparable from the intervention of teachers and exploring the influence and specific mechanism of language teachers' teaching approaches on students' reading ability under the concept of "autonomy, cooperation and inquiry" in curriculum reform has important guiding significance for reading teaching practice. Among the individual and teacher factors affecting students' reading ability, the teaching approaches of teachers and students' reading input were selected to explore the relationship between them and students' reading ability. Using the quantitative research orientation, the performance characteristics of current Chinese teachers' teaching approaches, students' reading engagement and reading ability are objectively presented, and the mediating effect and specific mechanism of reading input between teaching approaches and reading ability are further verified by establishing a structural equation model.
According to the statistical analysis of data, the following findings were mainly made in terms of teaching approaches, reading engagement, and reading ability: First, the implementation of "autonomy, cooperation and inquiry" teaching approaches was generally good, and students' perception was relatively high, among which the use and perception of interactive cooperative teaching approaches were relatively small. Second, in the three dimensions of "behavior-emotion-cognition" of reading investment, students' reading behavior investment is seriously insufficient, and single-parent students have obvious difficulties in reading investment. Third, the overall level of students' reading ability is low, and the distribution of scores is seriously uneven.
According to the results of the structural equation model, the following findings are mainly obtained in the multiple mediation exploration: First, reading input is an important mediating factor affecting students' reading ability in teaching approaches, and plays a partial mediating role. Among them, the mediation of behavioral input is the largest, and the mediation effect of cognitive input is the smallest. Second, in the specific path of teaching according to aptitude to affect reading ability through reading input, the mediating effect of behavioral input is the largest. Third, reading input is the main mediating path for interactive cooperative teaching approaches to affect students' reading ability, and the mediating effect of emotional investment is the largest. Fourth, in the path of guiding inquiry teaching approaches to affect reading ability, the mediating role of cognitive input and behavioral input is considerable. 
In view of the above research conclusions, suggestions for improving reading teaching approaches are put forward from three dimensions: teaching according to aptitude, interactive cooperation, and guided exploration. For teaching approaches according to aptitude, it is necessary to pay attention to the important mediating role of reading behavior input, focus on targeted learning method guidance, and promote the improvement of students' reading behavior input; For interactive and cooperative teaching approaches, attention should be paid to the important mediating role of emotional investment in reading, and teachers should be encouraged to fully participate in interactive cooperation in multiple ways to stimulate students' internal motivation and interest in reading. For guided inquiry teaching approaches, it is necessary to pay attention to the important mediating role of cognitive input, pay attention to the teaching and training of reading strategies, and create real social situations that are connected to students' daily lives. The research conclusion enriches the current empirical research on the actual effect of "autonomy, cooperation and inquiry" teaching in language teaching and reading teaching, and specifically explores the mechanism of different teaching approaches on students' reading ability, which has reference value for teachers to implement reading teaching in a targeted manner.