An Actoin Research On Optimizing Reading Teaching Based On Data-driven

"A wise man reads a group of books,and also reads life." We are in an era of rapid knowledge iteration and massive information overload,and only through reading can we continuously improve our cognitive ability and learning ability.Elementary school is a critical period for developing and improving reading skills,however,there are many problems in elementary school language reading teaching,such as neglecting the personalized training of students,teaching based on sensory experience,and single assessment methods and teaching methods.The flourishing development of data-driven teaching provides an opportunity to solve these problems.By analyzing various data in the teaching process,problems in learning and teaching can be identified,so that reading teaching strategies can be selected in a targeted manner and reading teaching can be optimized,which is of great significance to promote the reading ability of elementary school students.In order to explore strategies for optimizing reading instruction based on data-driven,this study firstly defines relevant concepts by combing through the literature on reading ability and data-driven instruction,and summarizes the current situation of reading instruction in elementary school language,pointing out the main problems of students in reading.Secondly,the components of primary school students’language reading ability and the international framework for measuring reading literacy were summarized to construct a framework for measuring language reading ability for fourth grade students.Then,the Data Wise model was modified to form a data-driven instructional improvement process.Finally,this instructional improvement process was applied in practice,using questionnaires and interviews to understand the current state of reading instruction in schools,and three rounds of action research were conducted to test the effectiveness of the data-driven instructional improvement approach for optimizing reading instruction.The research findings of this study include the following three main aspects:first,a framework for assessing fourth-grade students’ language reading ability was constructed.This study constructs a framework for language reading ability for fourth graders in four dimensions:generalization and comprehension,inference and interpretation,evaluation and appreciation,and critique and creativity,and specifies the specific secondary indicators included in each dimension.Second,a data-driven strategy for optimizing reading instruction is proposed.Based on the analysis of foreign cases of teaching improvement practices and the characteristics of teaching in primary and secondary schools in China,this study adapted the model to form a data-driven teaching improvement process,which is divided into three stages of preparation,planning,and implementation,with seven steps.Third,the effectiveness of the approach was verified through action research.This study implemented three rounds of action research using the data-driven instructional improvement process,during which a variety of data such as students’task sheets,handbills,questionnaires,reading record cards,student work,and teacher observations and reflections were collected to identify problems,improve instructional strategies,and optimize reading instruction with the help of data.Through the comparison of data and feedback from students and teachers during the three rounds of action research,it was found that students’ reading ability had improved to a certain extent,and teachers also believed that the data-driven approach could help optimize reading instruction,thus providing some reference for subsequent practice of improving instruction based on data-driven.