PISA2018阅读素养测试内容变化与对我国语文阅读教学的借鉴  

The Changes and Implications of PISA 2018 Draft Reading Literacy Framework

作　　者：俞向军[1] 宋乃庆[1,2] 王雁玲 

机构地区：[1]西南大学基础教育研究中心,重庆北碚400715 [2]中国基础教育质量监测协同创新中心西南大学分中心,重庆北碚400715 [3]重庆树人教育研究院,重庆江北400720

出　　处：《比较教育研究》2017年第5期3-10,共8页International and Comparative Education

基　　金：中国基础教育质量监测协同创新中心重大课题"课程文化影响小学生核心素养发展的定量研究"(课题编号:2016-06-002-BZK01)的阶段性成果

摘　　要：PISA2018阅读素养测试内容变化为在定义中增加"评价"元素,删除"纸质"文本限定词;测试维度调整为阅读情境、阅读文本、阅读策略。其中阅读文本包括文本单位、文本结构和导航、文本形式和文本类型;阅读策略涵盖文本处理策略、任务管理策略两个方面。首次从文本单位来规定试题分布比例,单文本占65%,多文本占35%。由这些变化得出对我国语文阅读教学可借鉴之处包括重视自主评价,关注高阶阅读;重视数字阅读,开展多层次阅读;重视多文本阅读,推行群文阅读教学。There are three main changes in reading literacy of PISA First, it revised the definition of reading literacy by adding ＂evaluating＂ 2018 Draft Analytical Frameworks. to text processing and removing the modifier term ＂written＂ preceding the core concept ＂texts＂. Second, it organizes the reading domain into processes, texts and scenarios. The processes cover two broad categories-text processing and task management processes, and texts being viewed from four dimensions-source （single and multiple）, organization and navigation （static and dynamic）, format （continuous, non-continuous, mixed） and type （description, narration, exposition, argument, instruction, interaction, transaction）. Third, distribute reading tasks along the targeted processes involving single texts （65%） and multiple texts （35%）. It analyzed the updated frameworks which carries longterm implications for reading instruction and Chinese language curriculum and teaching reform in general： more attention should be paid to reader＇ s self-evaluation, high-level and multi-level reading processes, and electronic and muhiple texts reading.

关 键 词：国际学生评价项目 阅读素养测评 语文阅读教学 群文阅读 

分 类 号：G420[文化科学—课程与教学论]