互联网以及新媒体、新技术的发展深刻改变了我们的阅读与交流方式，也给语文教学带来新的机遇和挑战。因此《普通高中语文课程标准（2017年版）》设立了“跨媒介阅读与交流”任务群，希望以此提高学生的媒介素养，同时促进信息化背景下语文学科自身的发展。然而，目前“跨媒介阅读与交流”在具体的教学实施层面仍面临着诸多挑战。基于此，本文将“跨媒介阅读与交流”渗透至“文学阅读与交流”任务群中，利用跨媒介的思路对《雷雨》实行教学，探索《雷雨》的“跨媒介阅读与交流”教学策略。一方面，希望借助“跨媒介”的方式为《雷雨》的教学提供新思路，提高学生在跨媒介中辨析、品读、鉴赏经典作品的能力；另一方面希望能从教师熟悉的经典文本出发，探索信息技术与阅读教学相融合的路径，为一线教师实施“跨媒介阅读与交流”提供个案参考，以促进“跨媒介阅读与交流”任务群的落实，探索信息化背景下教与学方式的转变。
      本文首先对“跨媒介阅读与交流”任务群的提出背景以及教学实施方式进行了梳理，以便为后文的研究提供理论支持。通过文献梳理发现“跨媒介阅读与交流”的教学形态主要有两种，分别是“教学跨媒介学习”以及“利用跨媒介的思路教学”，而主要教学误区则是把“跨媒介教学”当成“多媒体教学”；通过对“跨媒介阅读”特点的分析，总结出“跨媒介阅读与交流”实施的三种策略，分别是群“文”阅读教学策略、任务驱动式阅读教学策略以及混合式阅读教学策略。其次，本文通过对《雷雨》阅读现状的调查，获得了以下教学启示：《雷雨》教学要重视课内与课外双重指导、要重视纸媒与电子媒介、要重点关注戏剧特性，并由此得出《雷雨》实行“跨媒介阅读与交流”的必要性。接着，在总结借鉴前人经验的基础上，本文提出了《雷雨》实行“跨媒介阅读与交流”的教学策略：教学目标要渗透融合，聚焦语文核心素养；教学内容要综合平衡“语文味”与“媒介味”；教学过程要手段多元，凸显学生主体性：1.整合学习内容，实行专题教学；2.创建学习共同体，实行任务驱动；3.联合线上线下，实行混合教学。教学评价要以评促学，实行多元评价。最后，本文依据教学策略进行了《雷雨》的“跨媒介阅读与交流”专题教学案例设计，并对其可行性与优越性进行了分析，进而探讨了《雷雨》对于实行“跨媒介阅读与交流”教学的启示性意义。

         The development of the Internet, new media and new technology has profoundly changed our way of reading and communication, and also brought new opportunities and challenges to Chinese teaching. Therefore, "Chinese Curriculum Standards for Ordinary Senior High Schools (2017 Edition)" put forward the task group of "cross-media reading and communication", hoping to improve students' media literacy and promote the development of Chinese subject itself under the information background. However, at present, "cross-media reading and communication" still faces many challenges in specific teaching implementation. Based on this, this paper penetrates "cross-media reading and communication" into the task group of "Literature reading and communication", uses cross-media thinking to teach Thunderstorm, and explores the teaching strategy of "cross-media reading and communication" in Thunderstorm. On the one hand, it hopes to provide new ideas for the teaching of Thunderstorm by means of "cross-media", and improve students' ability to discriminate, appreciate and appreciate classics in cross-media. On the other hand, it is hoped to explore the path of integrating information technology with reading teaching from the classic texts that teachers are familiar with, provide case reference for front-line teachers to implement "cross-media reading and communication", promote the implementation of "cross-media reading and communication" task group, and explore the transformation of teaching and learning methods under the information background.
        This paper first sorts out the background and teaching implementation of the task group of "cross-media reading and communication", in order to provide theoretical support for the subsequent research. Through literature review, it is found that there are two main teaching forms of "cross-media reading and communication", namely "teaching cross-media learning" and "teaching with cross-media ideas". The main teaching mistake is to regard "cross-media teaching" as "multimedia teaching". Based on the analysis of the characteristics of "cross-media reading", this paper summarizes three strategies implemented in "cross-media reading and communication", which are group "text" reading teaching strategy, task-driven reading teaching strategy and mixed reading teaching strategy. Secondly, through the investigation of the reading status of Thunderstorm, this paper obtains the following teaching enlightenment: The teaching of Thunderstorm should pay attention to both in-class and extra-curricular guidance, pay attention to paper media and electronic media, and pay attention to the characteristics of drama, and thus it is necessary to implement "cross-media reading and communication" in Thunderstorm. Then, on the basis of summarizing previous experience, this paper puts forward the teaching strategy of "cross-media reading and communication" in Thunderstorm: the teaching objectives should be integrated, focusing on the core literacy of Chinese; The teaching content should balance "Chinese flavor" and "media flavor" comprehensively. The teaching process should have multiple means and highlight students' subjectivity:1. Integrate learning content and carry out special teaching; 2. Create a learning community and implement task-driven;3.Combine online and offline teaching to implement mixed teaching. Teaching evaluation should promote learning by evaluation and carry out multiple evaluation. Finally, based on the teaching strategies, this paper designs the special teaching case of "Cross-media reading and communication" in Thunderstorm, analyzes its feasibility and superiority, and further discusses the enlightening significance of "Thunderstorm" for the implementation of "cross-media reading and communication" teaching.