文章基本信息

标题：Lesing som anerkjennelse – den manglende dimensjonen i PISAs begrep om leseferdighet
本地全文：下载
作者：Odin Fauskevåg
期刊名称：Studier i Pædagogisk Filosofi
电子版ISSN：2244-9140
出版年度：2016
卷号：5
期号：1
页码：18-39
DOI：10.7146/spf.v5i1.23245
语种：Norwegian
出版社：Pædagogisk Filosofisk Forening
摘要：This article discusses the PISA framework’s concept of reading. The main argument is that PISA’s cognitive approach to literacy only to a small extent captures the normative dimension of reading. Consequently, the test fails to reﬂect key aspects of literacy, such as identity, identity formation and the ability to participate in society on a deeper level. The argument is based on a normative or moral conception of meaning and reading comprehension, based on Hegel’s concept of recognition.
关键词：Leseferdighet; reading literacy; lesekompetanse; anerkjennelse; mening; normativitet; identitet