摘要
与口头文本、“物”质文本和纸质文本相比,数字文本具有超文本性、交互共享性、虚拟性和沉浸性特征。这对阅读教学范式转型提出了挑战:线性思维与离散思维的阅读思维差异;深度阅读与浅表阅读的阅读行为层次;知识建构与情感交流的双重阅读过程。为应对这三大挑战,实现阅读素养培养,需要深化阅读思维理论研究,建构面向个体的数字阅读教科书和基于活动的阅读教学模式。
Compared with spoken text,material text,and paper text,digital text is hypertextual,interactive,sharable,virtual and immersive.This poses challenges to the paradigm shift in reading teaching:the differences in reading thinking between linear thinking and discrete thinking;the level of reading behavior for deep reading and superficial reading;and the dual reading process of knowledge construction and emotional communication.In order to meet these challenges and realize the cultivation of reading competency,it is necessary to deepen the research of reading thinking theory and construct individual-oriented digital reading textbooks and activity-based reading teac hing models.
作者
李功连
Li Gonglian(School of Arts and Literature,Luoyang Normal University,Luoyang Henan 471934,China)
出处
《课程·教材·教法》
CSSCI
北大核心
2020年第4期90-95,共6页
Curriculum，Teaching Material and Method
基金
2019年教育部人文社会科学研究课题“中小学阅读素养测评的国际借鉴与本土建构研究”(19YJC880122)。
关键词
数字文本
阅读教学范式
阅读素养
digital text
reading teaching paradigm
reading competency
