在世界联通性和文化多元化的今天,传统的以语言为中心的识读能力已经远远不能满足时代的需求。取而代之则是通过语言、视觉、听觉等多模态形式批判地识读多媒介信息的能力,即多元识读能力。通过对课堂口头报告的研究分析发现,非英语专业学生对符号模态的运用以及利用各种信息渠道构建意义的能力较弱,由此认为,学生多元识读的意识和能力还处在初级阶段。因此,有针对性地制定多元识读能力培养方案迫在眉睫。 In today’s world of connectivity and cultural diversity, the traditional language-centric ability to read is far from meeting the needs of the times. Instead, it is the ability to critically read multi-media information through multimodal forms of language, visual, auditory, etc., ie multiple reading ability. Through the research and analysis of verbal reports in the classroom, it is found that non-English majors’ ability to use symbolic modalities and construct various meanings through information channels is weak. Therefore, the awareness and ability of students in multiple reading are still in their infancy . Therefore, it is imperative to formulate a multi-reading capacity-building program.