从“国际阅读素养进展研究”反思小学阅读教学

Reflection on Reading Teaching in Primary Schools according to PIRLS

＂国际阅读素养进展研究＂是国际教育成就评价协会主办的针对9 ~10 岁儿童阅读素养评价研究项目. ＂国际阅读素养进展研究＂提出的核心概念＂阅读素养＂及其评价框架、评价工具和评价实践,体现了当今世界阅读教学发展方向. 与此相对,我国小学阅读教学理论与实践都存在明显差距. 跟踪、转化国际阅读素养理论与实践,完善我国阅读理论及阅读教学、建构校内外有机连通的阅读教学机制,已成为我国小学阅读教学研究领域一项迫切的任务.

＂PIRLS（ Progress in International Reading Literacy Study）＂ , which is held by International Asso-ciation for the Evaluation of Educational Achievement（ IEA） , focuses on the reading literacy achievement of young children（ ages 9 and 10） .The key concept of ＂reading literacy＂, its evaluation frame, evaluation instrument and evaluation practice put forward by PIRLS embodied the development direction of current world reading teaching. On the contrary, there is significant gap in theory and practice of our country＇s primary school reading teaching.It is an urgent task for the research field of our country＇s primary school reading teaching to follow and transform the theory and practice of international reading literacy, perfect our country＇s reading theory and reading teaching, construct reading teaching system with connection in and around our schools.