An Investigation Study Of Chinese Reading Ability Of Sixth Grade Students

The Chinese Language Curriculum Standards clearly states: “Modern society requires citizens to have a good understanding of human quality and scientific knowledge,and has many basic skills including reading comprehension and expression communication...”This shows that having a high reading ability has become one of the basic qualities necessary for modern citizens.In recent decades,scholars at home and abroad have conducted a lot of research on the reading ability of primary and middle school students.However,teachers,students and parents have invested a lot of energy and cost in actual teaching practice,but students' reading ability is not good.As a first-line primary school's language teacher,how much do we know about students' reading ability? What is the crux of the difficulty in improving students' reading ability in Chinese? In response to the above questions,the author takes the sixth-grade students of S primary school as the research object,combines the Chinese curriculum standards and the framework of the international evaluation project,and tries to use the new method of measuring and evaluating the Chinese reading ability of sixth-grade students.The thesis consists of six chapters.Chapter 1 expounds the reasons and significance of the selected topics,further combs the relevant literature,and puts forward the research ideas and methods.Chapter 2 defines the concepts of reading,reading ability and Chinese reading ability,and draws inspiration from the theory of reading learning process and the theory of reading ability development.Chapter 3 uses text analysis method,interview method,etc.,and takes the answer sheet of the first semester language final exam of S school 2018-2019 as a sample.It found that students have different organizational coherence abilities and lack of ability to distinguish patterns.They also proposed three aspects:(1)Strengthening the key ability training of Chinese reading;(2)Strengthening students' self-practice guidance;(3)Paying attention to the development of students with insufficient reading ability.And then,we put forward the targeted teaching suggestions.Based on The Compulsory Education Language Curriculum Standards,combined with the changes in PISA2009-2018 assessment and the latest reading assessment theories,draw on some of the questions in The Primary School Chinese Reading Proficiency Assessment Scale(Wen Hongbo,2005).We construct The Sixth Grade Student Reading Ability Test Scale.The scale tests the reading ability structure of students in comprehension and applied reading from the three types of materials,such as non-continuous text,contrast reading and modern text reading,with a total of 28 questions.After testing,the test volume is moderately difficult,the discrimination is significant,the reliability is ideal(Clone Bach ? coefficient is 0.615),and the structural validity is good.Chapter 4 combined with the international comparative research PISA(International Student Assessment Program)and PIRLS(International Reading Literacy Research),compiled The Primary School Reading Ability Questionnaire from three aspects: reading motivation,reading attitude and reading strategy.After testing,the reliability of the questionnaire is ideal(Clone Bach ? coefficient is 0.861),and the structural validity is good.Chapter 5,through the data analysis of The Reading Ability Test Scale for Sixth Grade Students and The Primary School Reading Ability Questionnaire,combined with the random interviews of teachers and students,daily education and teaching observations,there are three main problems in the reading ability of S students in sixth grade:(1)The language decoding ability is weak,and the pattern recognition ability is different;(2)The student's reading input energy consumption is high,and the reading ability gain is not obvious;(3)The reading learning strategy is wide and broad,and the migration application is not systematic.Accordingly,we propose the following training strategies for school S:(1)Taking the comparative strategy as the breakthrough,forming a small topic of reading strategy;(2)Taking cooperative reasoning as the focus,paying attention to the sequence of middle and small cohesion;(3)Taking cross-border reading as the new direction,expanding reading practice in multiple ways.Chapter 6 summarizes the research in stages.There are some limitations in the lack of mixed texts with pictures and texts,and the survey has not yet involved factors such as school and family,so its comprehensiveness needs to be improved.In the future,it can continue to conduct in-depth research through the whole learning stage,multi-text and multi-disciplinary integration and the introduction of modern technology.