Research On The Chinese Reading Teaching In Primary Schools Of The Chinese Mainland Based On PIRLS

The Progress in International Reading Literacy Study(PIRLS),developed by the International Association for the Evaluation of Educational Achievement(IEA),is an international comparative study of 4th-grade students’ reading achievement in primary school.Both Hong Kong SAR and Taiwan of China participated in PIRLS assessment in 2001 and 2006,respectively.They have achieved significant progress in student’s reading literacy since their first participation in this assessment.Given the similar socio-cultural background,the great achievement of both Hong Kong SAR and Taiwan in PIRLS and the related measures can serve as a valuable reference for certain areas of Chinese mainland.This Paper aims to explore in the context of PIRLS project,combining with Hong Kong and Taiwan after participating in PIRLS assessment of successful experiences in the teaching of reading,for the teaching of reading in primary schools in Hangzhou City in China and problems proposed improvement measures for reference.Literature research,questionnaires,observation,research methods,first of all,from the definition of the operational agencies,reading,evaluation framework point of analysis,exam papers and questions for PIRLS projects are described in detail,in order to lay a foundation for future research.Both Hong Kong and Taiwan in the past in the PIRLS performance,analyzing the relevant measures and made great progress,the study found,and Taiwan in the promotion of the teaching of reading in school reading teaching reform at the same time,also appealed to parents,the Government and all walks of life engaged in reading activities,providing support and help for students ’reading activities,build a good reading environment for students.Secondly,explore our present situation and existing problems of the teaching of reading.Chinese reading teaching in Chinese curriculum standards on compulsory education(2011 edition)based on the theories,by comparison,its requirements and PIRLS assessments on students ’ reading the reading requirements are basically the same.Then the author at schools into the classroom,found in Chinese reading teaching in primary schools,the following problems exist:teachers to "teach",loss of students ’ reading initiative,reading materials mainly to textbooks,the lack of diversity;instructions for reading,lack of normative;school misallocation of resources,utilization,inefficient.Finally,reference and inspiration.Combined PIRLS assessment and RTHK of success experience,for reading teaching in the of some insufficient proposed points improved measures:teachers focused on reading education strategy reform,promoted reading resources diversification and personalized;parents and teachers close cooperation,developed reasonable ordered of extracurricular reading plans;education sector focused on teachers reading education related training,assist reading teaching of innovation;call social participation students reading activities,improve reading resources utilization.Because of limited data,information,and my theory,based on the study on the breadth and depth of a marginally less,hope in the future study and work continue to improve this work.