Research On The Development Of Chinese Graded Reading And Publishing In K12 Stage In China

Since the birth of the cognitive revolution,the role and value of reading has long been self-evident.Children's reading is the most important work of reading promotion in every country,and our country also attaches great importance to it.However,on the one hand,thanks to China's children's book publishing market has been heating up for many years,the number of children's books is now as large as a sea of stars,on the other hand,the phenomenon of homogenization publishing has also become increasingly prominent.How to choose appropriate reading materials,in order to improve children's reading interest,but also to achieve a successful efficient reading,which has become a puzzle for parents.As an important indicator to measure children's reading level,graded reading has been incorporated into the national education development system by European and American governments,and has become an important adjustment means to promote reading education in K12 stage.However,since the domestic publishing house first introduced the concept of “Bridge book”and began to advocate graded reading,the actual communication and development of graded reading in China has not been as smooth as expected,to this day,there are voices of Doubt and appeal.So,as an exotic concept,what is the current development environment of graded reading? What is the development of publishing in the process of localization? As a non-native academic product,the concept of graded reading inevitably has some development problems after it is introduced.This paper aims to study the development of Chinese graded reading and publishing in K12 stage in China,summarize some problems in the process of localization,and put forward some optimizing strategies accordingly.This article first from our country K12 stage Chinese grading reading publication development survey cut in,summarizes its development process and the development environment.Secondly,carding and analyzing the current situation and problems of Chinese graded reading and publishing in K12 stage.Then,the author investigates and analyzes the social cognition and acceptance of Chinese graded reading in K12 stage.Then,we choose some typical cases of Chinese graded reading and publishing development,and analyze them from four aspects: layout idea,architecture,editing team and binding design.Finally,the corresponding optimization strategy is proposed for the existing problems.First,multi-disciplinary cooperation can be carried out at the level of developing grading reading standards,scientific research on grading standards can be carried out,and technology can play a full role.Second,at the level of Chinese graded reading research resources,through the dual drive of policy and funding,stimulate the enthusiasm of graded reading research,and cooperation with research institutions to make up their own research strengths.Third,the content of Chinese graded reading research and development to strengthen the original efforts,rich graded reading product form and improve the professional graded reading.Fourth,in the Chinese graded reading social cognitive level,multi-channel formation of cohesion,actively carry out graded reading promotion,mining the real needs of graded reading.