面向未来的阅读素养:理论内涵、分析框架与培养策略——基于PISA、NAEP和PIRLS的国际测评经验  

Theoretical Connotation,Analytical Framework and Development Strategies-International Evaluation Experience Based on PISA,NAEP and PIRLS

作　　者：刘恩康 王牧华[2] 计晨 LIU Enkang;WANG Muhua;JI Chen(School of Economics and Management,Southwest University,Chongqing,400715,China;Faculty of Education,Southwest University,Chongqing,400715,China;Forty-seventh Junior High School,Zhengzhou,Henan,450000,China)

机构地区：[1]西南大学经济管理学院 [2]西南大学教育学部,重庆400715 [3]河南省郑州市第四十七初级中学,河南郑州450000

出　　处：《教育与教学研究》2023年第10期41-54,共14页Education and Teaching Research

基　　金：重庆市社会科学规划项目重点课题“‘十四五’时期重庆建设现代化教育强市研究”(编号:2021NDZD11)。

摘　　要：PISA、NAEP和PIRLS三项国际测评对阅读素养的内涵进行了不同角度的诠释,充分彰显了面向学生未来发展的主旨。通过建立由情境、文本和过程三个基本维度构成的阅读素养分析框架,并形成由社会、家庭、学校、班级和学生个体组成的阅读素养评核层级体系,可以为改善阅读教学薄弱环节、提升我国中小学生阅读素养水平提供培养策略:聚焦认知能力发展,完善阅读素养测评框架;从学生课程经历出发,审视阅读课程与教学;全方位打造利于阅读素养提升的学习环境;运用深度学习理念,促进技术与阅读的融合;建设阅读素养数据库,推动监测结果应用。The three international reading assessments,PISA,NAEP and PIRLS,interpret the connotation of reading literacy from different perspectives,and fully demonstrate the theme of students'future development.These assessments establish an analytical framework of reading literacy composed of three basic dimensions:context,text and process,extract the influencing factors chain of reading literacy composed of society,family,school,class and individual students,and provide development strategies for improving the weak links of reading teaching and raising the reading literacy level of primary and secondary school students in China:focusing on the development of cognitive ability to improve the framework of reading literacy assessment,examining reading curriculum and teaching from the perspective of students'curriculum experience,creating a learning environment conducive to improving reading literacy in an all-round way,promoting the integra-tion of technology and reading by applying the concept of deep learning,and promoting the construction of reading literacy database and the application of monitoring results.

关 键 词：阅读素养 影响因素 认知能力 课程经历 国际经验 

分 类 号：G633.33[文化科学—教育学]