PISA2018閱讀素養測試內容變化為在定義中增加"評價"元素,刪除"紙質"文本限定詞;測試維度調整為閱讀情境、閱讀文本、閱讀策略。其中閱讀文本包括文本單位、文本結構和導航、文本形式和文本類型;閱讀策略涵蓋文本處理策略、任務管理策略兩個方面。首次從文本單位來規定試題分布比例,單文本占65%,多文本占35%。由這些變化得出對我國語文閱讀教學可借鑒之處包括重視自主評價,關注高階閱讀;重視數字閱讀,開展多層次閱讀;重視多文本閱讀,推行群文閱讀教學。

There are three main changes in reading literacy of PISA 2018 Draft Analytical Frameworks. First, it revised the definition of reading literacy by adding "evaluating" to text processing and removing the modifier term "written" preceding the core concept "texts". Second, it organizes the reading domain into processes, texts and scenarios. The processes cover two broad categories-text processing and task management processes, and texts being viewed from four dimensions-source(single and multiple), organization and navigation(static and dynamic), format(continuous, non-continuous, mixed) and type(description, narration, exposition, argument, instruction, interaction, transaction). Third, distribute reading tasks along the targeted processes involving single texts(65%) and multiple texts(35%). It analyzed the updated frameworks which carries longterm implications for reading instruction and Chinese language curriculum and teaching reform in general: more attention should be paid to reader’s self-evaluation, high-level and multi-level reading processes, and electronic and multiple texts reading.