PISA与美国《共同核心标准》中的阅读素养内容比较研究

发布时间：2018-02-12 09:58

本文关键词： 阅读素养 PISA阅读测评美国共同核心标准　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在“知识社会”、“信息社会”、“经济全球化”的时代背景下,人的发展受到来自于社会迅速变化的挑战,教育必须考虑能适应未来社会发展的人才应该具备哪些素养。世界性国际组织以及发达国家率先展开了关于素养的研究,将阅读素养看作其他素养的基础这一观念受到了广泛的认同。因此探究国际上对于阅读素养的界定、内涵建设以及主要内容的理论和实践,对于我们看清未来学生阅读素养的培养方向具有一定启发意义。阅读素养的概念是在国际阅读测评研究的发展过程中逐渐形成的。近年来,国际学生评估项目(PISA)倍受关注,阅读素养测评是其测评体系中的核心领域之一,该测评对阅读素养做出了明确的界定,并与时俱进地更新理念。而美国结合国际阅读素养研究和国内教育实情,颁布了首个《共同核标准》(CCSS),其中英语标准对阅读素养也做出了详尽的说明。本研究通过国内外文献研究以及PISA与CCSS两个文本的研究,探索了各自对“阅读素养”的定义。在PISA阅读测评项目报告中,系统地呈现了其对阅读素养考察的主要意图与内容。CCSS阅读标准也细化地呈现出与阅读素养有关的内容框架与具体指标。通过文献研究与文本分析,本研究构建了PISA与CCSS阅读素养背景、目标以及框架方面的分析结构,研究中发现,阅读素养的提出以一定的社会和学理背景为基础,并且有特定的目标指向性,同时通过具体的框架得以落地实施,这是本研究探索的阅读素养内涵的三个主要分析要素。研究的另一主要目的是对PISA与CCSS阅读素养内容进行比较,选取了马扎诺教育目标分类法作为模型,根据知识和认知两个维度将对象阅读素养内容进行比较,通过比较研究得出,国际上PISA阅读测评和美国CCSS阅读素养内容所共同倡导的内容,其一是对基于良好分析能力的阅读素养培养的培养,其二是以解决问题为导向的阅读素养提升,其三是应对复杂文本媒介、类型和体裁的阅读素养养成,其四是注重情感投入与感悟的阅读素养塑造。在此基础是上对反思阅读素养的研究以及我国培养学生的阅读素养提供一些参考。
[Abstract]:In the context of the era of "knowledge society", "information society" and "economic globalization", human development is challenged by the rapid changes in society. Education must consider what qualities the talents who can adapt to the development of the future society should possess. International organizations and developed countries have taken the lead in conducting research on literacy. The concept of reading literacy as the basis of other literacy has been widely accepted. Therefore, the international definition of reading literacy, connotation construction, and the theory and practice of the main content are explored. The concept of reading literacy is gradually formed in the development of international reading assessment. In recent years, PISAs, an international student evaluation project, have attracted much attention. Reading literacy evaluation is one of the core areas in its evaluation system. It defines reading literacy clearly and updates its concept with the times. However, the United States combines the research of international reading literacy with the facts of domestic education. The first Common Nuclear Standard (CCSS) has been promulgated, in which the English Standard has also made a detailed description of reading literacy. This study is based on literature studies at home and abroad, as well as on the two texts of PISA and CCSS. This paper explores their respective definitions of "reading literacy". In the report of the PISA Reading Assessment Project, CCSS reading standard also presents detailed content framework and specific indicators related to reading literacy. Through literature research and text analysis, This study constructs the analysis structure of reading literacy background, goal and frame between PISA and CCSS. It is found that the proposed reading literacy is based on a certain social and theoretical background, and has a specific goal orientation. At the same time, it can be implemented through the specific framework, which is the three main analysis elements of the connotation of reading literacy explored in this study. The other main purpose of the study is to compare the content of reading literacy between PISA and CCSS. In this paper, we choose Mazano's classification of educational objectives as the model, compare the content of reading literacy of objects according to the two dimensions of knowledge and cognition, and get the conclusion by comparative study. The international PISA reading evaluation and the American CCSS reading literacy content jointly advocate the content, one is the cultivation of reading literacy based on good analytical ability, the other is the improvement of problem-solving reading literacy. The third is to develop the reading literacy of complex text media, types and genres. The fourth is to focus on emotional input and perception of the shaping of reading literacy, on the basis of reflective reading literacy research and the cultivation of reading literacy of students in China to provide some reference.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0

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