PISA数字化阅读素养测评及其启示

Exploring the Implications of PISA DRA for Digital Reading Education: Based on the Analysis of the Assessment Framework and Items of PISA DRA

信息技术的发展改变了承载人们阅读和写作的外部环境,数字化文本阅读能力已成为21世纪人们应具备的核心素养之一。通过对PISA数字化阅读素养测评框架及题目设计的分析,可见PISA数字化阅读所评价的认知要素主要可以分为"获取和检索"、"整合和解释"、"反思和评价"三大范畴,并按照"文本处理"和"导航"这两个轴线设计了四种不同的题目类型。"文本处理"意味着读者所要处理的文本篇幅长度为何或文本内容是否复杂;"导航"则代表着读者需要访问的文本数量的多少或导航形态是否复杂。为进一步提升学生的数字化文本阅读能力以帮助他们适应新时代的发展,我国今后的阅读教学及评价需注意以下几点:关注超文本阅读中"方向感丧失"与"认知过负荷"问题;强化学生对多重文本(Multi-text)信息的综合能力;重视对学生批判性阅读能力的培养。

This study closely examined the framework and item design of PISA DRA （Digital Reading Assessment）, and then tried to provide suggestions for improving Chinese students＇ digital text reading ability. PISA DRA was designed to evaluate students＇ ability to ＂access and retrieve＂ information, ＂integrate and interpret＂ information, ＂reflect and evaluate＂ information on digital setting, and four different types of items were developed based on ＂text processing＂ and ＂navigation＂. Implications based on the analysis were highlighted as follows： first, it is necessary for us to pay more attention to the problem of ＂getting lost＂ and ＂cognitive overload＂ when reading hypertext. Second, great importance should be attached to students＇ ability to integrate information from multi-text. Third, the cultivation of students＇ critical reading ability should be strengthened.