[目的/意义] 探索文学圈、读书会、对话式阅读3种课外阅读小组的干预形式与效果，以及对阅读服务人才的要求，为选择不同的阅读干预形式及培养阅读服务人才提供依据。[方法/过程] 将同一个班的三年级小学生均衡地分配到4种干预程度不同的课外阅读小组，开展为期4周的阅读干预实验，运用问卷调查、访谈和阅读实测法获取数据。[结果/结论] 研究发现：①在阅读前就明确角色和职责，将促进阅读中的思考和阅读后的主动交流。过多的引导抑制交流，自主性促进交流，从而提高阅读意愿和阅读能力。②3种课外阅读小组各有优势，不加干预的自由阅读也有积极影响。③课外阅读小组对阅读服务馆员的要求比较全面，建议加强阅读服务人才综合素养和阅读指导理论的培养，同时强化课堂实践演练。
[Purpose/significance] This paper explores the intervention forms and effects of three extracurricular reading groups of "literature circle", "reading club" and "dialogic reading", and the requirements for reading service talents, so as to provide evidence for selecting different reading intervention forms and cultivating reading service talents. [Method/process] The third grade pupils in the same class were evenly assigned to 4 extracurricular reading groups with different intervention levels, and four-week reading intervention experiment was carried out. Data was obtained by questionnaire survey, interview and reading measurement method. [Result/conclusion] This paper finds:①Clarifying roles and responsibilities before reading will promote thinking in reading and active communication after reading. Too much guidance will restrain communication, but autonomy will promote communication to improve the reading will and reading ability.②Each of the 3 extracurricular reading groups has its own advantages, and free reading without intervention also has a positive effect. ③Extracurricular reading groups have comprehensive requirements for reading service librarians, it is suggested to strengthen the cultivating of comprehensive quality and reading guidance theory of reading service talents, and to strengthen practice in classroom.
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