信息时代下，多文本阅读日渐成为人们日常学习和生活的重要阅读形式。国内外语言教育教学领域研究者都非常重视多文本阅读及多文本阅读能力的培养。但具有不同互文关系的多文本阅读表现会有什么差异？已有研究还略显不足。本研究通过梳理和回顾国内外关于多文本阅读的重要研究成果，拟定清晰的研究思路，编制了具有良好信效度的多文本阅读表现测量工具，试图从学生的总体阅读表现和各维度表现（信息提取、整合解释、评价反思）出发，探讨高中生在互补、递进、冲突三类互文关系下多文本阅读表现的差异；在此基础上，本研究还选择了认知过程变量（跨文本精加工策略、信息积累策略）、元认知变量（元认知水平）和基础认知变量（执行功能）作为影响学生阅读表现的因素，探究这些因素对学生在不同互文关系下的多文本阅读表现的影响差异。

基于数据分析结果，研究发现：

在阅读表现方面，学生在互补、递进、冲突三类互文关系下的多文本阅读表现具有显著差异。从总体阅读表现来看，学生更擅长阅读递进型多文本；从信息提取维度表现来看，学生在递进型多文本中表现最佳；从整合解释维度表现来看，学生在冲突型多文本中表现最佳；从评价反思维度表现来看，学生在互补、递进型多文本中表现最佳。

在影响因素方面，影响学生在互补、递进、冲突三类互文关系下的多文本阅读表现的主要因素有认知变量因素中的信息积累策略，元认知因素中的评估、支持策略；执行功能因素中的转换、组织功能。各个因素对不同互文关系下的多文本阅读表现的影响也存在一定差异。

研究表明了高中生在不同互文关系下的多文本阅读表现及其影响因素具有差异性，并基于上述研究结果，结合多文本阅读教学实际，提出相应的多文本教学建议：第一，关注互文关系，将其纳入教学考量；第二，对于三类多文本，适当介入元认知任务；第三，针对互补、冲突型多文本，重视阅读策略的教学；第四，针对递进型多文本，留意执行功能的锻炼。

本研究选择以“互文关系”切入，展开关于高中生多文本阅读表现的研究，但研究还有如下不足：样本量还需进一步延展；测试文本在文体范围上还需进一步扩展；有关影响因素的研究还需进一步深入。

In the information age, multiple texts comprehension has become an important form of reading in People's Daily study and life. Researchers in the field of language education and teaching at home and abroad attach great importance to the cultivation of multi-text reading and multi-text reading ability. But what are the differences in the performance of multi-text reading with different relations between texts? The existing research is still a little insufficient. By combing and reviewing the important research results on multiple texts comprehension at home and abroad, this study formulated clear research ideas, compiled a multi-text reading performance measurement tool with good reliability and validity, and tried to start from students' overall reading performance and performance in various dimensions (information extraction, integrated interpretation, evaluation and reflection). To explore the difference of high school students' multi-text reading performance under three relations between texts of complementary, progressive and conflicting; On this basis, this study also selects cognitive process variables (cross-text finishing strategies, information accumulation strategies), metacognitive variables (metacognitive level) and basic cognitive variables (executive function) as factors that affect students' reading performance, and explores the differences in the influence of these factors on students' reading performance in multiple texts under different relations between texts.

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

In terms of reading performance, there are significant differences between students' multi-text reading performance under the three relations between texts of complementary, progressive and conflicting. From the overall reading performance, students are better at reading progressive multiple texts; From the perspective of information extraction dimension, students perform best in progressive multiple texts; From the perspective of integrated interpretation, the students' performance is the best in the conflicting multiple texts. From the perspective of evaluation reflection dimension, students perform best in complementary and progressive multiple texts.

In terms of influencing factors, the main factors that affect students' performance in multi-text reading under the three relations between texts of complementary, progressive and conflicting are information accumulation strategies in cognitive variables, evaluation and support strategies in metacognitive factors. Transformational and organizational functions in executive function factors. The influence of various factors on multi-text reading performance under different relations between texts is also different.

The research shows that high school students' performance of multi-text reading and its influencing factors are different under different relations between texts. Based on the above research results and combined with the practice of multi-text reading teaching, the corresponding multi-text teaching suggestions are put forward: first, pay attention to the relations between texts and take it into consideration in teaching; Second, for three types of multiple texts, the metacognitive task is appropriately involved. Thirdly, the teaching of reading strategies should be focused on the complementary and conflicting multiple texts. Fourth, for progressive multiple texts, pay attention to the exercise of executive function.

This study chooses "relations between texts" as the starting point to carry out the research on the performance of high school students' multi-text reading, but the research has the following shortcomings: the sample size needs to be further expanded; The stylistic range of the test text needs to be further expanded. Further research on the influencing factors is needed.