A Study On The Improvement And Assessment Of Senior High Students’ English Reading Literacy From The Perspective Of PISA Test

Reading ability is a necessary ability for individuals to survive and develop in this society.It is a crucial skill to communicate with people.With the advent of information society and the acceleration of globalization,improving Chinese senior high school students’ reading literacy to meet the requirement of individual survival and adapt to the development of the times has become the top priority of English teaching.However,currently,senior high English reading teaching in China is still in the dilemma of exam-oriented education,excessive assignment tactics and cramming teaching.Students’ ability to actually use English reading is insufficient,resulting in the bottleneck of improving students’ English reading literacy.For this problem,the author notes that as PISA international testing project has attracted more and more international attention,people in various countries gradually apply it to the field of education to improve students’ reading literacy.PISA reading test provides a reference for the reform of reading teaching based on the reading concept of lifelong learning,scientific test process,situational test content and rigorous statistical analysis of students’ achievements.It has practical guiding significance in three aspects: reading curriculum,reading teaching method and investigation and evaluation.This paper aims to explore the current situation of students’ English reading literacy and China’s high school English reading evaluation system under the guidance of constructivism theory,education goal classification theory in cognitive domain and input hypothesis theory,so as to provide suggestions for improving students’ reading quality.The research focuses on the following issues:1.How to judge the current situation of senior high school students’ English reading literacy from the perspective of PISA test?2.From the perspective of PISA test,this paper studies whether the current English reading teaching in senior high school and the evaluation system of college entrance examination contribute to improving students’ reading literacy?3.How to reform the evaluation method and reading teaching method from the perspective of PISA test in order to improve senior high school students’ English reading literacy?This study mainly includes the following aspects:（1）The questionnaire is designed according to the PISA reading evaluation framework,and the data of the questionnaire results are analyzed by SPSS26.0 software,so as to effectively understand the current situation of senior high school students’ English reading literacy and the effectiveness of English Reading Teaching in China;（2）At the same time,personal interview and classroom observation are used to deeply understand the cultivation of students’ reading literacy;（3）This paper analyzes the setting of college entrance examination English reading questions and the examination of reading literacy in Shaanxi and Jiangsu Province in recent five years,and studies the English reading test questions adopted by the author’s internship school to explore the differences between China’s college entrance examination English reading evaluation system and PISA reading evaluation system;（4）The research is to investigate the current situation of senior high school students’ English reading literacy and the problems existing in the current college entrance examination English reading evaluation system.Through the in-depth analysis of the above problems and the attribution of the factors affecting students’ reading literacy,it is found that the national education examination evaluation system and the development of teachers’ reading strategies deeply affect students’ reading literacy.In view of this,combined with the internationally recognized advanced concept of PISA reading evaluation framework,this paper puts forward some targeted measures.