核心素养视野下多元读写促进价值认同的理论与实践

Theoretical and Practical Strategies that Multiliteracies Promote Identifications——from the Perspectives of Key Competencies

读写作为一种跨学科的素养,是我国学生发展核心素养体系中的关键能力之一,而价值认同体现了核心素养的必备品格。读写在多元文化背景下,呈现出情境多元化、内容多样性和多模态化的特征。新读写理论提示我们,读写一方面使外部价值认同更加复杂,另一方面有助于个体自我展示和价值认同的形成。在核心素养培养的视域下,读写实践活动应采取灵活选取读写内容和模态,打破学科壁垒,桥接课堂内外等一系列新举措,为青少年形成正确的价值认同提供帮助。

As a cross-curriculum competency, literacy is one of the important key competencies for the students in China, and identification represents its substantial quality. Literacy demonstrates multiple contexts, contents and models in the time of multi-culture. The concept of new literacy indicates the complexity of contexts, and it is helpful for individuals＇ self-presentation and self-identification. On the perspective of key competencies, literacy practices are supposed to adopt literacy contents and models flexibly, overcome disciplinary barriers and link school activities and school-external activities in order to help adolescents develop their consistent identification.