中美高中语文课程的阅读素养——基于课标文本的对比分析  

Reading literacy standards for Chinese and American high school language and literature courses:A comparative textual analysis of curricula

作　　者：钟彩顺[1] 钟梦琪 ZHONG Caishun;ZHONG Mengqi

机构地区：[1]江西师范大学外国语学院,江西省南昌市330022

出　　处：《外语教学理论与实践》2020年第2期64-71,共8页Foreign Language Learning Theory And Practice

基　　金：江西省教育科学“十二五”规划2015年度课题“基于课堂话语空间的英语师范生专业创新能力发展研究”(课题编号:15YB010)的成果之一。

摘　　要：阅读素养是语文教育的核心内容,但其内涵不明。本研究拟比较中美两份语文课程标准,厘清阅读素养内容,反思当前语文教育改革。结果显示,两国课标都视阅读能力和文化养成为阅读素养的构成维度,但侧重点不同。中国课标以内容为导向,强调其文化养成功能,着重建构课程的文化内容体系。美国核心标准则以过程为导向,重视发展文本信息处理的认知能力,着重培养学生的学术阅读能力。籍此,论文还探讨了阅读素养对外语阅读教学的启示。Reading literacy is a key object of language and literature education.However,the nature of reading literacy has not yet been clearly delineated.This paper compares the Curriculum Standards for High School Language and Literature Courses and the Common Core State Standard,with a view to clarifying reading literacy and shedding light on the reform of language and literature education.The results indicate that both curricula construe reading literacy into reading ability and cultural nurturing.But different emphasis is attached to each dimension.The Chinese curriculum is content oriented so that more emphasis is attached to cultural nurturing by systematizing culture content for reading materials,while the American curriculum is process oriented so that the bulk of the reading literacy standards is set aside for the cognitive abilities required for textual processing.Special emphasis is also given in the American curriculum to the development of academic reading literacy.Drawing on this finding,this paper also discusses the implications of reading literacy for teaching foreign language reading.

关 键 词：阅读素养 语文教育 课程标准 

分 类 号：G633.3[文化科学—教育学]