基于视觉素养的“看”技能培养对初中生阅读能力的影响

The Influence of “Viewing” Skills Cultivation Based on Visual Literacy on Junior High School Students’ Reading Ability

摘要: 社会的发展与科技的进步改变了我们获取信息的方式，图片、表格和视频的出现让我们获得信息的方式更加直接更加多样化。义务教育课程标准将“看”纳入了英语技能之一，既是社会发展的要求也是学科回应时代号召的重要体现。本研究选取了山东省东营市六年级的某班学生，旨在研究初中生基于视觉素养的“看”技能培养现状，并提出基于视觉素养的“看”技能培养的教学设计模式，探究其对学生阅读能力的影响。调查结果显示，学生能够识别并提取视觉资料的信息，并能进行一些较为基础的推断；但是在特定符号的含义理解不清，也不能将视觉材料应用到英语学习上。在对视觉材料的情感态度进行评价时也较困难。根据实证研究发现，基于视觉素养的“看”技能培养的教学设计模式对学生的阅读能力有显著的正向影响。但是本研究也有很多不足之处，如研究时间较短、研究样本量较少。此研究通过调查学生“看”能力培养现状，能够为一线教师进行教学设计提供数据支持并能够提高教师对培养学生“看”的语言技能的重视。

Abstract: The development of society and the progress of science and technology have changed the way we obtain information. The emergence of pictures, tables and videos has made the way we acquire information more direct and diversified. The Curriculum Standard for Compulsory Education has incorporated “viewing” into one of the English skills, which is not only a requirement of social development but also an important embodiment of the subject’s response to the call of the times. This study selected a class of sixth-grade students in Dongying City, Shandong Province, aiming to study the current situation of junior high school students’ “viewing” skills cultivation based on visual literacy, propose a teaching design model for “viewing” skills cultivation based on visual literacy, and explore its impact on students’ reading ability. The survey results show that students can identify and extract information from visual materials and make some basic inferences; however, they have an unclear understanding of the meaning of specific symbols and cannot apply visual materials to English learning. It is also difficult for them to evaluate the emotional attitude reflected in visual materials. According to the empirical study, the teaching design model for “viewing” skills cultivation based on visual literacy has a significant positive impact on students’ reading ability. However, this study also has many limitations, such as a short research period and a small sample size. By investigating the current situation of students’ “viewing” skills cultivation, this study can provide data support for front-line teachers in teaching design and enhance teachers’ attention to cultivating students’ “viewing” language skills.