Abstract:

As a new learning method in the field of basic education, cross-media reading has the characteristics of complexity, authenticity and integration. Complexity—the manifestations that give language “diversity”; authenticity—real-life scenarios that go beyond the classroom; combination—the interactive relationship between different media. There are three relational dilemmas in the process of realizing aesthetic experience in cross-media reading: first, there is a contradiction between the “complexity” of cross-media information and the developmental needs of aesthetic experience; second, the “authenticity” of cross-media reading brings challenges to the “spiritual transcendence” of aesthetic experience; third, there is a contradiction between the “integration” of cross-media information and the autonomy of individual aesthetic experience. Based on this, it is necessary to construct a learner community to cope with the challenges brought by cross-media “complexity” information to aesthetic experience; to create a “real” situation of cross-media reading and activate learners' motivation and expectations for aesthetic experience; to consolidate the synergy of various educational methods to solve the delay of “integration” information in cross-media reading to learners' autonomous aesthetic experience.

Key words: cross-media reading, aesthetic experience, relationship dilemma, path