理解“阅读脑”　提高儿童阅读素养——儿童阅读的脑科学研究及其教育启示

"Reading Brain" and Children's Reading Literacy: A Literature Review of Brain Science Research on Children's Reading and Implications

儿童阅读是一个复杂的研究领域，“阅读脑”的研究成为儿童阅读领域一个崭新的研究方向。近年来，随着脑成像技术的迅速发展，涌现出很多儿童阅读的脑科学研究新成果，这些研究成果表明，儿童阅读是一个多系统的复杂认知过程，儿童阅读学习过程是循序渐进的，不同的发展阶段受不同脑机制的调节；儿童阅读困难在脑机制层面也有新的解读，为传统儿童阅读中的问题解决提供了新的角度，解释并澄清了传统阅读研究中出现的很多争议，为相关问题解决提供了科学的证据。由此，我们应遵循儿童学习阅读过程中的脑活动规律，分阶段设定阅读教学目标；基于儿童阅读的脑与认知科学规律，选择恰当的教学方式；结合儿童阅读困难的脑机制研究，开展差异性阅读教学。

Children's reading is a complex research field and "reading brain" has become a new research direction in the field. In recent years, there has been a good many of new research achievements in brain science with the development and application of brain imaging techniques. These achievements show that children's reading is a complex cognitive process of multi-systems; children's reading is a step-by-step process and it is adjusted by different brain mechanism in different developmental stages. There are also new interpretations about dyslexia in terms of brain mechanism, which provides new perspectives to address traditional issues in children's reading. In addition, many controversies in traditional reading research have been clarified, which provides scientific evidence for the solution of relevant problems. Therefore, we should obey the laws of brain activity in children's reading process and set sectional goals for reading instruction, choose appropriate teaching methods on the basis of the laws of children's reading in the brain and cognitive science, and conduct differentiated reading instruction with reference to the research on the brain mechanism of children with dyslexia.