摘要
PISA阅读历程包括"获取与检索""理解与解释"以及"反思与评价",由此反映出PISA阅读素养的价值取向,即"接码能力""解码能力"以及"语用能力"。PISA阅读素养的价值取向在教学策略的启示,转向阅读素养的教学目标、言语实践的教学内容、阅读历程的教学过程及标准体系的教学评价。
PISA reading process involves ＂access and retrieve＂, ＂comprehension and interpretation＂, and ＂reflection and evaluation＂, which reflects the value orientation of PISA reading literacy： ＂code-accessing ability＂, ＂decoding ability＂ and ＂pragmatic competence＂. The orientation implies that teaching strategies are turning to teaching objectives of reading literacy, contents of language practice, teaching processes of reading experience, and evaluations of standard systems.
出处
《宁波大学学报（教育科学版）》
2015年第1期127-129,共3页
Journal of Ningbo University(Educational Science Edition)
关键词
PISA阅读素养
价值取向
阅读教学
应对策略
PISA reading literacy
value orientation
reading teaching
teaching strategies
