单文本与多文本阅读是信息化背景下个人学习和生活常见的阅读形式。《义务教育语文课程标准（2022年版）》、《普通高中语文课程标准（2017年版2020年修订）》和一线语文教学都非常关注这两种阅读形式。本研究通过梳理和回顾国内外重要的单文本与多文本研究，拟定清晰的研究思路，编制了具有良好信效度的单文本与多文本阅读表现测量工具，试图从学生整体阅读表现和各维度表现（定位与回忆、整合与解释、反思与评价）出发，探讨高一学生单文本与多文本阅读表现的差异；此外，研究还选择了认知变量（认知信念、一般性阅读策略、深层次加工策略）、元认知变量和人口学及其他变量作为影响学生阅读表现的因素，探究这些因素对学生单文本与多文本整体阅读表现及各维度阅读表现的影响差异。

基于数据分析结果，研究发现：

在阅读表现差异方面，学生单文本与多文本阅读表现存在明显差异。整体上，学生多文本阅读表现优于单文本。在阅读不同文类时，学生的阅读表现也存在显著差异：在阅读论述类文本时，其单文本阅读表现优于多文本；在阅读实用类文本时，其多文本阅读表现优于单文本。

在影响学生单文本与多文本阅读表现因素方面，各因素对学生阅读表现的影响程度存在差异。认知变量（一般性阅读策略、深层次加工策略和批判性思维）、元认知变量、人口学及其他变量会对学生单文本与多文本阅读表现产生直接影响，并且元认知变量和认知信念还会通过影响一般性阅读策略、深层次加工策略和批判性思维，对学生单文本与多文本阅读表现产生间接影响。

研究证明了高一学生在单文本与多文本阅读表现上存在差异，并基于研究结果从阅读表现差异和影响学生阅读表现的因素角度，提出开展单文本与多文本阅读教学建议：第一，有机整合多篇文本，提示关注文本细节；第二，教授相应阅读策略，提高信息加工能力；第三，设计反思性任务，提升学生元认知水平；第四，开展思辨性阅读，培养批判性思维。

Single-text and multiple-text reading are common reading forms in personal learning and life under the background of information technology. The Chinese Curriculum Standards for Compulsory Education (2022 Edition), The Chinese Curriculum Standards for Ordinary Senior High Schools (2017 edition, revised in 2020) and front-line Chinese teaching all pay great attention to these two forms of reading. This study through the carding and reviews domestic and foreign important single text and text study, to formulate clear research train of thought, created with good single text and the reliability and validity of performance measurement tools, the text read more from the students to read the whole performance and each dimension (positioning and memories, integration and interpretation, reflection and evaluation), To explore the differences between single-text and multiple-text reading performance of senior one students; On this basis, the research also chose the cognitive variables (cognitive beliefs), general reading strategies, deep processing strategy, meta-cognition and demographic and other variables as factors influencing the students' reading performance, to explore the factors on the students to read the single text and text overall performance and the influence of each dimension reading performance differences.

Based on the data analysis results, the study found that:

In terms of reading performance, there are significant differences between single-text and multiple-text reading performance. On the whole, students perform better in multiple-text reading than single-text reading. There are also significant differences in students' reading performance among different types of texts. When reading essay texts, students' reading performance of single text is better than that of multiple texts. When reading practical texts, the performance of multiple-text reading is better than that of single-text reading.

In terms of factors influencing students' single-text reading performance and multiple-text reading performance, the degree of influence of each factor on students' reading performance is different. Cognitive variables (general reading strategies, deep processing strategy and critical thinking), meta-cognitive variables, demographic and other single text and text for students to produce a direct impact on reading performance, and also by influencing the meta-cognitive variables and cognitive beliefs general reading strategies, deep processing strategy and critical thinking, It has indirect influence on students' reading performance of single text and multi text.

The research proves that there are differences between single-text reading performance and multiple-text reading performance of senior one students. Based on the research results and from the perspective of differences in reading performance and factors affecting students' reading performance, the author puts forward suggestions to carry out single-text reading teaching and multiple-text reading teaching: First, organic integration of multiple texts, prompt attention to text details; Second, teaching corresponding reading strategies to improve the ability to process information; Third, design reflective tasks to improve students' meta-cognitive level; Fourth, carry out critical reading and cultivate critical thinking.