学生阅读素养的培养是当前国内学术界和教育界关注的热点问题，也是国际教育研究的重要议题之一，但目前从跨文化城乡视角展开的阅读素养交叉研究相对较少。本研究旨在对这一领域进行有效补充，拓展对不同文化和城乡对比背景下阅读素养影响因素的理解。本研究基于PISA2018数据，在排名前20的国家与地区中各选取5个具有代表性的东方和西方国家/地区，并从阅读因素、心理与情绪因素和教师因素等三个维度选择变量，综合运用描述性统计、独立样本T检验、单因素方差检验、相关分析与回归分析等方法展开对东西方城乡女生阅读素养的比较研究。

研究结果显示，第一，无论是东方还是西方，城市女生的阅读表现均优于农村地区，且阅读成绩都呈现出一定的左偏倾向，但整体而言，东方的城乡差异性更为显著，西方城乡发展较为均衡。第二，虽然东方农村女生在大部分阅读素养影响因素上的表现优于城市女生，但总体上东方城市女生的元认知能力更高，尤其是在总结和评估能力方面，城市女生明显优于农村女生。第三，在教师相关因素中，教师的直接指导和教师反馈对东西方城乡女生的阅读素养均有负向影响，教师的阅读激励和适应性教学则有正向影响。

基于以上结果，本研究有针对性地为我国阅读教学的改善提出了以下四条可供参考的改进方向：1.启发学生的阅读兴趣；2.促进元认知策略的培养；3.关注学生的心理与情绪；4.促进城乡教学的均衡发展，以推动教育公平与可持续发展。

Cultivating students' reading literacy is a key concern in current Chinese academia and education, as well as a significant topic in international educational research. However, there is a lack of cross-cultural urban-rural comparative studies on reading literacy. This study aims to fill this gap, expanding understanding of the factors influencing reading literacy in different cultural and urban-rural contexts, and revealing the strengths and weaknesses of urban and rural reading teaching strategies in China to provide insights for improving reading literacy among Chinese students. Using PISA 2018 data, this study selected five representative countries/regions from the top 20 rankings in both Eastern and Western regions and identified variables across three dimensions: reading factors, psychological and emotional factors, and teacher factors. It used descriptive statistics, independent sample t-tests, one-way ANOVA, correlation analysis, and regression analysis to compare the reading literacy of urban and rural girls in Eastern and Western cultures.

The results indicate that urban girls outperform rural counterparts in reading, with scores showing a left-skewed trend. However, the urban-rural gap is more pronounced in the East, while Western urban and rural development is more balanced. Although rural girls in the East perform better than urban girls in most reading factors, urban girls there have higher metacognitive abilities, particularly in summarisation and evaluation. Direct guidance and feedback from teachers negatively impact the reading literacy of urban and rural girls in both regions, while teacher reading encouragement and adaptive teaching have a positive effect.

Based on these results, this study proposes four improvement directions for reading teaching in China: inspiring students' reading interest, promoting the cultivation of metacognitive strategies, paying attention to students' psychology and emotions, and promoting the balanced development of urban and rural teaching to enhance educational equity and sustainability.