Research On The Design Of Chinese Readinghomework In Primary Schools Based Onpisa Reading Assessment

Under the background of new curriculum reform,improving students’ reading competency has become an important content of reading education.As a key link in the whole reading education,reading homework is not only the consolidation and extension of reading teaching,but also an important basis to help teachers reflect on reading teaching.It is also a direct reflection of students’ reading learning effect,which has a very important significance for the cultivation of students’ reading literacy.However,under the guidance of "knowledge operation view",the current Chinese reading homework in primary schools still lays too much emphasis on its "consolidation" function,and ignores the development of students’ advanced reading ability and the cultivation of reading emotion.To get to the bottom of it,there are problems in the reading assignment design.As the first link of the whole assignment,the quality of the assignment design not only affects the implementation effect of the assignment,but also plays a key role in improving the quality of reading education.Therefore,this study investigates the design of reading assignments in elementary school based on the PISA reading assessment,expands the concept of reading assignment design in China by drawing on the international advanced assessment experience,explores the strategies to improve the design of reading assignments in elementary school,and conducts experiments in which test papers,questionnaires,interviews and other methods are combined to understand the effect of reading assignment implementation and test the effectiveness of reading assignment design strategies.Through the collection and analysis of data,we find the shortcomings of the reading assignment design strategy,and make an attribution analysis of the problems,and finally propose the improvement strategy of reading assignment design in elementary school language based on PISA reading assessment.The study is divided into six main parts:The first part is the connotation of elementary school language reading assignments based on the PISA reading assessment,which elaborates the concept of reading assignments,jointly constructs the reading literacy structure of elementary school language reading assignments based on the PISA reading literacy view,the Language Curriculum Standards for Compulsory Education(2022 edition)and the Core Literacy of Chinese Students,classifies elementary school language reading assignments based on the reading literacy structure The second part is the feasibility analysis,which examines the characteristics of the PISA-based elementary school reading assignments.The second part is a feasibility analysis,which elaborates the feasibility of designing reading assignments based on PISA reading assessment from three perspectives: the similarity between PISA reading assessment and the new standard reading assessment concept,the correspondence between PISA reading assessment and the new standard reading assessment dimensions,and the compatibility of PISA reading assessment text with the layout of the unified textbook.The third part is the design strategies of elementary school reading assignments based on PISA reading assessment.The "four-in-one" reading assignment design framework is constructed from four aspects: assignment design principles,objectives,process,and evaluation,and the framework is applied to the design of reading assignments using The Invention of Paper as an example.The fourth part is a survey and analysis of reading assignment design in elementary school based on the PISA reading assessment,which reflects the effectiveness of the reading assignment design framework through the effectiveness of reading assignments.The reading assignments were designed using the "four-in-one" reading assignment design framework in the experimental classes for three months.The framework was used to develop students’ reading literacy in a holistic manner.The problems with the reading assignments and the framework were identified and attributed to the teachers through interviews and practice.The fifth section proposes strategies to improve the design of reading assignments from six aspects: assessment-oriented development to improve reading literacy;deep exploration of content to promote internalization of knowledge;integrated and balanced regulation to pursue the efficiency of assignments;diversified and comprehensive assessment to respect students’ individuality;contextual connection to life to enhance the effectiveness of assignments;and joint collaboration among multiple parties to guarantee the effectiveness of assignments.The last part is the conclusion and outlook of the study,which summarizes the process and conclusion of the study,reflects on the study,summarizes the shortcomings of the study and outlooks the future improvement direction.