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针对信息化时代背景下阅读素养的培养,多元读写教学理论可为我国学前与基础教育阶段的阅读教学提供一条新思路。多元读写教学以培养儿童通过多元模式建构多元意义的设计能力为内容;主张以实景实践、明确指导、评判性框定和转换实践为要素的参与式学习;倡导注重社会文化参与的系统性、过程性和动态性评价。我国的阅读教学应变读写知识掌握为文化思维培养、变被动学习为主动设计、变单一静态评价为多维动态评价。
For the cultivation of reading literacy under the background of information age, the multiple reading and writing teaching theory can provide a new idea for reading teaching in preschool and basic education in China. Multiple literacy teaching aims at cultivating children’s multi-model design capabilities of multiple meanings as content; advocating participatory learning with real practice, clear guidance, critical frame, and conversion practice as the key elements; advocating systematic and process focusing on social and cultural participation Sexual and dynamic evaluation. China’s reading instructional literacy and literacy skills are cultivated for cultural thinking, changed to passive learning as active design, and changed single static evaluation to multidimensional dynamic evaluation.