A Pisa-Based Study On Reading Literacy Progress

In this paper,I use the literature analysis method, questionnaire survey method, mathematical statistics method,use the Guangxi University’high school (7) class as the experimental object, the program for International Student Assessment (The Programme of International Student Assessment, referred to as PISA) sample papers and some articles of the"Sino-foreign juveniles" as experimental tools, using a modified PISA student questionnaire, questionnaires for parents and school questionnaire, a reading test for two and a half months, with two levels of Ye Lan ", the three factor theory" as the analytical framework,Itrytodisscuss the possibility factors of affecting students’readingliteracy.In this paper, based on the questionnaire survey and experimental research, through data analysis, I draw the following conclusion, In terms of possibility of factors:1. there was a significant correlation of Chinese exam and reading literacy;2.there is a significant correlation of language classroom environment and reading literacy;3. there is a significant correlation of classroom instruction and language reading literacy teacher. In terms of practical factors:1.there is a significant correlation between the significant correlation between reading attitude and reading literacy.2. there is a significant correlation between reading and look forward to reading literacy.3.there is a significant correlation between markers and reading literacy.This paper proved that the reading training can significantly improve the reading literacy level of students, reflects the school education can break the class differentiation and the role of students through independent learning can change the environment effect.Finally, based on the possibility of distinguishing factors and practical factors from four angles of school, Chinese teachers, parents and students to improve reading literacy of middle school students in Guangxi and put forward relevant proposals.