Viewed On PISA Reading Literacy:A Study On Reading Content Structure Of Unified Chinese Textbook Of Junior Middle School

Since the establishment of the Chinese in 1903,the Chinese textbook has experienced many developments such as multi-disciplinary,national-language literature,one-onone,one-story,and more.By September 2016,the new Chinese textbooks began to be tried,indicating that the Chinese textbooks once again entered the situation of one-onone.Therefore,the compilation of the Chinese textbooks also caused extensive discussions.As an important part of Chinese teaching,reading teaching has also received attention.However,in the actual teaching,how to teach the reading teaching of Chinese textbooks should be taught,and it is still in the process of exploration.This paper takes the PISA reading literacy framework as the theoretical basis,in order to uphold the reading education concept in the international perspective in the actual teaching.On the one hand,it examines the rationality of the reading content structure of the Chinese textbooks in the junior high school.On the one hand,based on the survey results and combined with specific cases Analysis guides the actual teaching.This article is divided into four chapters:The first chapter introduces the evolution of PISA reading literacy evaluation and the concept of PISA2018 reading literacy,and explores the reading literacy that current students should possess in combination with the development of Chinese students' reading literacy.The second chapter introduces the concept of compiling the textbook of this Chinese language,and analyzes and predicts the structure of the content of the Chinese textbook in the junior high school,including the selection system,the reading system and the training system.The third chapter,based on the PISA2018 reading literacy framework,designs and compiles the evaluation system of the Chinese textbook reading content structure,and designs the corresponding teacher questionnaire and student questionnaire.Then,from the data analysis results:(1)The students are generally recognized that the content structure of the Chinese textbooks in junior high school is compiled,and the degree of recognition in the two aspects of textbook objectives and predictive evaluation is slightly lower.(2)Students with different reading ability levels are present in all aspects of the textual structure of junior high school Chinese textbooks.Significant differences are particularly evident in the selection of textbook content,the organization of textbook content,and the presentation and expression of content.(3)Most junior high school teachers recognize the structure of the textbook reading content of junior high school.The fourth chapter,based on the above results,based on the specific case analysis,puts forward the following suggestions for the use of the reading content structure of the unified Chinese textbook:(1)Use the "two-line component" unit organization structure to teach students reading ability and strategy.(2)Use the "three in one" of reading teaching structure to improve students' digital reading ability.(3)Use “unit lead” and “reading tips” to help students clearly understand their reading goals.(4)Focus on the student's reading process by using the “Annotation”.With the help of international experience,this paper evaluates the actual use effect of the textbook structure of junior high school textbooks with an objective attitude,proposes corresponding teaching suggestions,and provides a certain reference for the construction of Chinese textbooks.