ICAP是目前学界认可的一种学习方式分类学，包括：被动学习、主动学习、建构学习、交互学习。这种按照学生内部发展模式和外部学习行为划分的系统的学习方式为教师提高教学效果提供了新的思路。我国目前的阅读教学经过多年发展已经初具规模，但依旧存在着教学设计混乱、教学方法不当使用的情况。为改善这一现状，本研究依据阅读教学的特点并结合实际阅读教学案例，从ICAP学习方式分类学的内涵、特征、重要性与可行性多方面探讨其运用于阅读教学的可能性。

The ICAP framework is a kind of taxonomy for learning style, including passive learning, active learning, constructive learning and interactive learning. The ICAP framework defines learning style on the basis of students’ internal developmental patterns and overt learning behaviors, which provides a new opportunity for teachers to improve their teaching effects. After many years of development, reading instruction in China has begun to take shape. However, there still exist confusion in teaching design and improper use of teaching methods. In order to improve this situation, based on the characteristics of reading instruction and practical teaching cases, this study explores the possibility of its application in Chinese reading instruction from the aspects of the connotation, characteristics, importance and feasibility of the ICAP framework.