Cross-Media Language Ability And Senior High School Chinese Research On"Cross-Media Reading"

The current language life presents the characteristics of multi-media,cross-media and media integration.To cultivate students' cross-media language ability to adapt to the current and future language life is an important goal of Chinese education and a task of the times."Cross-media reading and communication" is regarded as one of the learning tasks for the first time in The Chinese Curriculum Standards for General Senior High School(2017 Edition),and its teaching requirements are clarified.This paper attempts to explore the relationship between the theory of language learning,the theory of media and the teaching of language.The main content of this paper includes four parts:The first part discusses the new challenges of cross-media language life to senior high school Chinese.The contemporary cross-media Chinese life has the characteristics of diversified information sources,diversified information dissemination methods and personalized information reception,which puts forward new teaching objectives and new teaching contents for senior high school Chinese teaching.Through interviews and questionnaires,it is found that there are some deficiencies in the current high school students' cross-media language ability,and there are also some practical and cognitive problems in the current cross media reading teaching.The second part mainly discusses "cross-media language competence".Cross-media language ability is a kind of compound language ability,which is a comprehensive synthesis of traditional Chinese ability and media literacy.Cross-media language ability is an important content of high school students' core literacy,and the cultivation of cross-media language ability is an important goal of Chinese teaching in senior high school.This part focuses on the elements of cross-media language competence and the cultivation path.The third part mainly discusses the "cross-media reading" of senior high school students from the perspective of "media integration" in the reading process.Firstly,the connotation of "cross-media reading" is clarified,and the characteristics of multi-media reading,interactivity and intertextuality are analyzed.Secondly,this paper analyzes two forms of cross-media reading of senior high school students,and illustrates three realization methods by examples: different subjects cross first and then read,the same subject reads while crossing,and different subjects cross and read simultaneously.And further discusses the role and significance of relevant teaching on cross-media reading.The fourth part mainly discusses how to implement "cross-media reading teaching".Cross-media reading teaching is a new experience of senior high school Chinese.Cross-media reading teaching is a kind of multimodal discourse teaching,multimodal code teaching and multimodal text decoding teaching.Cross-media reading teaching should be guided by discourse schema theory and should adapt to different text genres.Based on these understandings,this paper puts forward some cross-media reading teaching models.In addition,this paper also clarifies some misunderstandings in the teaching of cross-media reading in senior high school.For example,cross-media reading teaching is equivalent to multimedia teaching,such as the narrow sense of cross-media reading teaching is understood as specific text teaching,such as the separation of cross-media reading teaching and traditional literature teaching.