儿童分级阅读标准的国际经验及启示

International Experience and Enlightenment of Children’s Graded Reading Standards

采用比较研究法,选取美国蓝思分级阅读体系、美国A—Z分级法、英国品牌分级阅读读物“牛津阅读树”、英国国家阅读分级系统4个项目,对其分级标准、分级方式进行对比分析,并梳理其优势和不足。在此基础上,总结概括国际儿童分级阅读标准对我国分级阅读实践的启示。在研制分级标准时,要树立科学的图书分级理念,关注儿童阅读能力的个体差异;要认真解读国家课程标准,并以此作为图书分级的理论依据。在分级方式上,需兼顾文本的主观和客观因素以及儿童自身的特点;注重文本与读者能力分级在实践过程中的结合;调动多方主体共同协作,保证分级阅读标准的科学性和适宜性。

Adopting the comparative research method,this paper selects from representative graded reading systems or materials in the U.K.and the U.S.,including a total of four projects-The Lexile Framework for Reading,Reading A-Z,Oxford Reading Tree,and British National Reading Grading System,makes comparison among these graded standards and analyzes the grading methods,sorting out their advantages and disadvantages.On this basis,it summarizes the International Children’s Graded Reading Standards and gives enlightenment to the practice of graded reading in China.As it points out,when making graded standards,it is necessary to bear in mind a book grading,with great attention to individual differences in children’s reading ability;and it is necessary to interpret the national curriculum standards,and use it as the theoretical basis for book grading.In terms of grading methods,it is necessary to take into account the subjective and objective factors of the reading materials and the characteristics of children themselves;make the readings adapted to young readers’abilities;mobilize multiple subjects to work together so as to ensure the scientific and appropriate setting of graded reading standards.