Research On The Development Of Ninth-grade Students' Reading Literacy Under The Framework Of PISA

Reading literacy is the basic factor of students' learning and growth,students can meet the needs of a specific purpose by acquiring the information,so it is an important ability for students to realize their personal growth and adapt to society.Only by grasping the ability of reading,students can have a better understanding of learning other knowledge and be more confident to integrate themselves into society in order to meet the needs of life,work and survival.However,under the circumstance of examination oriented education system in our country,the school seems to neglect the cultivation of students' reading literacy.The students are only carrying out regular reading rigidly,which always monotonous and lack of reflection and evaluation of information.Therefore,this study attempts to explore the development of students' Reading Literacy under the framework of PISA reading assessment by reading tests and questionnaires.In this study,the author designed the reading test and questionnaire based on the full reading of the relevant literature,which will used to explore the development of ninth-grade students in three different dimensions: reading situation,text form and cognitive level.After that,the author uses the relevant charts and descriptive statistical analysis to explore the overall development of the various dimensions of the evaluation framework system,find the differences between Class A and Class B and discover the differences in reading literacy between male and female students.It is found that most of the students have mastered the reading ability of adapting to the future society.Among them,in reading situation dimension,the students get the highest scores in the educational context and the lowest scores in the public and work context;In the text form dimension,the score of the continuous text is stable,but the score of the discontinuous text is very low;In the cognitive dimension,students get the higest score in acquiring and retrieving information and the lowest score in reflecting and evaluating information,at the same time,there is still a lot of room for improvement in integrating and interpreting information.This study also found that the differences between Class A and Class B in reading literacy is the same as the previous Chinese scores,and the differences between male student and female students is small but significant,which means female students' proportion of getting A+ score is higher than that of males.At last,the paper makes an objective evaluation of the test results and the questionnaire survey:there are many factors that influence students' reading performance in various degree which including personal reading participation,reading strategies,school reading participation and family environment.According to the above conclusions,this study puts forward the corresponding countermeasures:on one hand,attaching more importance to the cultivation of top student and paying more attention to the development of the poor student;on the other hand,enhancing discontinuous text reading ability and cultivating students' ability of reflection and evaluation of the complex text.In addition,Changing assessment methods of reading literacy and paying attention to the cultivation of students' reading interest and reading habits,which will improve students' reading ability gradually.