摘要
在数字化时代,新的环境、新的技术、新的用途等因素,使得传统的读写活动在网络教育、信息技术、语言教育、科学教育等领域里呈现出新的特点,因此,读写素养(Literacy)的内涵不断丰富和发展,并被学术界称之为"新读写素养"。而且,随着承载阅读和书写的外部环境不断更新和变化,"新"的含义得以继续扩展,并在与读写素养相关的实践中,呈现出种类繁多的术语和解读方式。如果从科学研究的本体论角度出发,探索新读写素养的最基本要素,以Platform(平台)、Participant(参与者)、Potential(潜力)、Position(立场)和Praxis(反思实践)五个维度为基础,建构并研究新读写素养基本内涵的理论模型,将有助于促进不同学科之间关于读写素养的深层次对话。
In digital era, new learning environment, technology and application have changed the way of traditional social life. As a result, literacy practice is believed to demonstrate new features in such areas as web-based education, information and communication technology, language education, science edu cation, and so on. The connotation of literacy has been enriched and developed in the long history of human society, thus literacy has been called “new literacies”. More recently, the tremendous changes of the context and representation of “text” in reading and writing practices have continually broadened the meaning of “new”, accordingly, a large variety of new terms and different interpretations with regard to literacy practices are generated. This study explores the basic elements of new literacies through the ontological approach to science study, and proposes a 5P model composed of five dimensions including platform, participant, potential, position, and praxis, aiming to interpret the key connotations of new literacies, and additionally, promoting the interconnections among literacy studies in different fields through deep dialogues.
出处
《远程教育杂志》
CSSCI
2014年第1期40-47,共8页
Journal of Distance Education
基金
教育部人文社科青年项目"基于混合学习理论的英语专业学生思辨能力培养研究"(项目编号:10YJC740088)的资助
香港大学PGS的资助
