美国K-12信息文本阅读课程的内容及其启示

Contents and Implications of the Curriculum of American K-12 Information Text Reading

21世纪以来,培养学生信息文本阅读能力已成为制定语文课程标准不可忽略的因素.透过PISA测试结果可见,与文学文本相比,我国学生在信息文本阅读上的表现仍有待加强.美国K-12信息文本阅读课程从“核心内容与细节信息”“技能与文本结构”“知识与观点的整合”“阅读范围与文本复杂度”四个模块展示了对信息文本阅读能力的要求,并根据年级的不同设定了不同难度的标准.今后我国阅读课程改革需关注：均衡选文类型,强化信息文本阅读;明确信息文本的概念与类型,根据其复杂度进行合理的学年配置;加强课程标准的层次性与可操作性;注重数字文本与多重文本阅读素养.

There has been a growing interest in cultivating students’ ability in information text reading among researchersand educators since the arrival of the 21st century. PISA results show the weakness of Chinese students in reading information textcompared with literary text. The curriculum of K-12 information text reading of the Common Core State Standards demonstratesthe ability to read information texts from four modules, “key ideas and details”, “craft and structure”, “integration of knowledgeand ideas” and “range and level of text complexity”. Based on the analysis, the following implications for reforming Chinese lan-guage curriculum are highlighted： to balance the types of texts and strengthen information text reading, to clarify the concept andtypes of information text and make reasonable allocation for each grade according to text complexity, to reinforce the different lev-els and operability of reading curriculum, and to pay more attention to the digital text and multi-text reading literacy.