作者：
钟竹梅 Cheong Choo Mui, 穆润 Mu Run, 刘亚萍 Liu Yaping, 高丽云 Koh Li Yun Grace, 李冬梅 Li Dongmei, 郭晴 Guo Qing

中文题目：
多模态阅读在多元化教育环境中的探索——香港和新加坡视角

英文题目：
Exploring Multimodal Reading in Diverse Educational Contexts: Hong Kong and Singapore Perspectives

简介：
本专场汇集了三项中在当今信息媒体丰富的时代下的阅读素养新趋势的研究。这些研究聚焦在中文语境下学生如何发展超乎基础解码，而进一步涵盖批判性思维、媒体素养等能力。第一项研究通过分析香港中小学生的线上阅读评估表现，探讨促进学生多元素养阅读的教学启示。研究建议采取丰富多元的文本资源以帮助学生提升文本诠释能力。另一研究采用质性设计，探讨文字和图片及其组合方式如何支持学生进行意义建构；从而对揭示多模态阅读的认知心理机制和优化教学实践具有重要意义。第三项是新加坡课堂中的行动研究；基于认知负荷理论，通过融合文字、图像与交互元素的多模态文本设计，有效降低中一学生华文阅读的认知压力，并提高阅读兴趣与投入感。这些研究共同构建数码时代多元语言教学的新范式，为优化多模态阅读教学提供认知科学依据与教学启迪。

This Special Interest Group brings together research exploring the evolving landscape of literacy in today’s media-rich society. The presentations examine how students develop multiliteracies in Chinese that is beyond basic decoding and encompassing critical thinking, media literacy and digital competencies. One study investigates Hong Kong students’ online reading performance across primary and secondary levels, highlighting challenges in evaluating online resources and proposing instructional strategies such as theme-based resources and AI-supported multimodal materials. Another explores the cognitive mechanisms underpinning multimodal reading, specifically how text and images function differently to support meaning construction and engagement, offering insights for designing effective multimodal texts. A third study from Singapore focuses on Chinese language learning, demonstrating how multimodal resources, aligned with Cognitive Load Theory, can reduce mental effort, increase interest and engagement among secondary students. Collectively, these presentations aim to deepen understanding of multiliteracies, inform pedagogical practices, and foster innovative approaches to teaching reading in diverse languages and contexts in the digital age.

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