The first chapter is about reading and reading teaching.
When we discuss the test of students' reading ability, we should first start with what is reading and reading behavior. Because reading test should play a correct guiding role-conducive to students' lifelong reading. Here are some materials about reading and reading behavior:
What is reading?
Absorption theory: "Reading is an" absorption "thing. From reading, we can receive other people's experiences and get in touch with their feelings. " (Ye Shengtao)
Screening thinking theory: "Reading is a process of screening key language information through line-of-sight scanning, combining with ideological materials stored in the mind, and causing chain thinking." (Zhang Xiong)
Understanding-acquisition-epistemology: "Reading an article is an activity procedure to understand its meaning, gain ideas and learn language through written language, and it is a basic means for people to learn and know the world." (Zhu)
The theory of constructing meaning: "Reading is a dynamic process in which readers interact with the text and construct meaning. The essence of constructive meaning is the reader's ability to activate the original knowledge and use reading strategies to adapt to reading conditions. " (Pennsylvania Reading Proficiency Assessment Advisory Committee, USA)
The above different statements reflect different understandings of reading. Obviously, according to the interpretation of modern interpretation theory and modern education theory, readers should be at the center of the relationship among readers, texts and authors. We believe that as far as Chinese teaching is concerned, the tasks of reading are: accumulating verbal knowledge, understanding and appreciating evaluation texts; Construct cognition of life and society, and construct cognition of learning activities. The description of reading behavior can help you have a better understanding of reading.
Reading behavior description
Reading is a dynamic and complicated process, including many different behaviors. Readers usually form a preliminary view of the text at the beginning, and then search for information they care about. According to this initial view, readers interact with the text step by step, including understanding, explaining and evaluating the text they read. With the help of their previous reading experience and previous knowledge, they make assumptions about the content to be expressed in the text. As reading continues, they revise their original views and modify and supplement their knowledge base. Readers are constantly gaining new understanding and integrating it into the ongoing process of understanding construction. Good readers will pay attention to their own understanding of the text, recognize the unreasonable places in the text, and use a series of strategies to enhance their understanding. Good readers can also evaluate the quality of the text, which can affect their "absorption" of all levels of content in the text, decide whether their attitude or behavior is affected, and adjust their reading strategies according to their purposes (interesting reading, understanding reading, applied reading) and situations (reading environment, time, reader status, etc.). Good readers can use the ideas and information they have learned from the text to expand their thinking on the theme, engage in special tasks, or draw some conclusions or summaries from what they have read.
The goal of junior high school students' reading teaching
The reading behavior of junior high school students naturally conforms to the above description, but it has its own characteristics: on the basis of primary school study, students should accumulate knowledge (articles, literature, grammar, rhetoric) in the reading process, improve their application ability of language and characters in the reading process, and improve their understanding ability, learning appreciation ability and evaluation ability of works in the reading process. Learn to draw meaning from written materials, connect with real life, and gain experience, inspiration and fun. Learn to read further in the process of reading, so as to like reading. In the future education stage, reading is the skill base for them to learn all courses.
The objectives of the Curriculum Standard for junior high school students' reading teaching are as follows:
1. Can read correctly, fluently and emotionally in Mandarin.
2. Develop the habit of silent reading, have a certain reading speed, and read at least 500 words of general modern literature every minute.
3. Skillfully use skimming browsing method to expand reading range and broaden horizons.
4. On the basis of reading through the text, clear your mind, understand the main content, appreciate and scrutinize the meaning and function of important words in the language environment.
5. Have your own experience in the content and expression of the text, be able to put forward your own opinions and problems, and discuss difficult problems in a cooperative way.
6. Understand the narrative, description, explanation, discussion, lyricism and other expressions in reading.
7. Be able to distinguish between real works and imaginary works and understand literary styles such as poetry, prose, novels and dramas.
8. Appreciating literary works, you can have your own emotional experience, initially understand the connotation of the works, and gain beneficial enlightenment to nature, society and life. The ideological and emotional tendency of the works can be evaluated in connection with the cultural background; Can tell his own experience of touching scenes and images in his works; Taste the expressive language in the works.
9. Read scientific and technological works, and pay attention to understanding the scientific spirit and scientific methods embodied in the works.
10. Read simple argumentative essays, distinguish the connection between ideas and materials, and make judgments through your own thinking.
1 1. Read ancient poems, and consciously improve your appreciation taste and aesthetic taste through accumulation, perception and application.
12. Read simple classical Chinese, and you can understand the basic content with the help of notes and reference books. Recite 80 excellent poems.
13. Understand the basic grammar knowledge to help understand the language difficulties in the text; Understand the commonly used rhetorical methods and realize their expressive effects in the text. Understand the works knowledge and cultural common sense of the important writers involved in this article.
14. Be able to use the library and network to collect the information and materials you need.
15. Learn to make your own reading plan, read widely, read no less than 2.6 million words after class, and read two or three famous books every academic year.
Reading teaching objective analysis table
The teaching goal of junior high school reading is based on the reading goal of senior primary school students. Nature should cover the teaching objectives of primary school reading. Let's compare the list:
Primary school senior high school
Reading mode 1, reading excellent poems. 2. Silent reading has a certain speed, and the silent reading of general books is not less than 300 words per minute. 3. Learn to browse. 4. Try exploratory reading, get into the habit of silent reading, and read at least 500 words of ordinary modern literature every minute. Skillful use of skimming and browsing.
Read descriptive articles and narratives, literary works, scientific and technological works, simple argumentative essays and simple classical Chinese.
Knowledge and accumulation 1, experience pause and different usages of comma, semicolon and period. 2. Recite 60 excellent poems (paragraphs), and the total amount of extracurricular reading is not less than 6,543,800 words. 1. Understand narrative, description, explanation, discussion, lyricism and other expressions. 2. Distinguish between realistic works and imaginary works, and understand literary styles such as poetry, prose, novels and dramas. 3. Understand the basic grammar knowledge, common rhetorical methods, and the knowledge of important writers' works and cultural common sense involved in this paper. 4. Recite 80 excellent poems, and the total amount of extracurricular reading is not less than 2.6 million words.
Reading ability 1, collecting information on demand. 2. Understand the proper meaning of words in the language environment and distinguish the emotional color of words. 3. Infer the meanings of related words in the text and realize their expressive effect. 4. Try to figure out the expression order of the article. 5. Be able to grasp the main points and understand the outline of the event. 6. Understand the basic expression and interpretation of the article. 7. Imagine the situation described in the poem. 8. Experience the thoughts and feelings of the authors of poetry and prose. 9. Briefly describe the scenes, characters and details that impressed you the most, and tell your feelings such as likes, dislikes, reverence, yearning and sympathy. 1. Clear the thinking of the article, understand the main content, appreciate and scrutinize the significance and function of important words in the language environment. 2. Appreciating a work can have one's own emotional experience, get a preliminary understanding of the connotation of the work, and gain beneficial enlightenment to nature, society and life. The ideological and emotional tendency of the works can be evaluated in connection with the cultural background; Can tell his own experience of touching scenes and images in his works; Taste the expressive language in the works. 3. Distinguish the connection between ideas and materials, and make judgments through your own thinking.
The second chapter is the understanding and evaluation of reading ability.
Reading ability refers to the ability of students to reconstruct the meaning of reading materials by using language knowledge and experience. It has external manifestations, that is, the specific behavior of students in reading activities; On the other hand, it is the meaning of the reading materials constructed by students in the process of reading, that is, answering questions such as what to write, how to write, why to write, why to write like this, how to evaluate and what to associate with. Therefore, the evaluation of reading ability should be carried out from the evaluation of reading behavior and the test of reading ability.
Basic principles of reading ability assessment:
1, evaluating the principle of promoting development
Desalinate the inspection queue and strengthen the diagnosis and self-evaluation reflection.
2. Comprehensive and multidimensional principle.
It not only emphasizes the ability test, but also emphasizes the cultivation of reading literacy-interest, habit and behavior.
3. Guiding and encouraging principles
Pay attention to the role of positive guidance, tell students what to do through evaluation, encourage and praise more, and let students have a sense of accomplishment.
4. The principle of diversification of evaluation subjects.
Students' self-evaluation, students' mutual evaluation, parents' evaluation and teachers' evaluation should strengthen the guidance of self-evaluation and learn to improve reading literacy in self-evaluation.
5. Test Scale
The test questions are distributed scientifically and reasonably, corresponding to the reading ability, which is convenient for students to make a diagnosis.
The third chapter is the formative evaluation of junior high school students' reading ability.
What is the formative assessment of reading ability?
Formative evaluation of reading ability is carried out in reading activities, which is closely related to students' reading learning. It mainly evaluates what students have mastered, to what extent, and what they have not mastered. Help students analyze what requirements they should meet, the progress they have made and the existing problems through evaluation. Under the guidance of teachers, we can realize self-reflection and constantly improve Chinese literacy, thus learning to learn.
Formative evaluation of reading ability should pay attention to the following points:
1. Because many factors (reading interest, reading style, reading habits, etc.) that evaluate reading ability. ) can not be tested, it should be carried out through teachers' observation of students' daily reading and students' observation and reflection on their own reading behavior.
2. The content and standard of evaluation are formulated according to the reading requirements of each chapter of Curriculum Standard (Experimental Draft).
3. The evaluation methods are mainly student questionnaires and observation of students' reading and learning activities (teacher observation and self-observation reflection).
Contents and forms of formative evaluation of junior middle school students' reading ability
Two dimensions and five aspects of evaluation content
1. Evaluation of reading cognitive factors
1. Reading style evaluation
2. Reading strategy evaluation
3. Evaluation of reading habits
2. Evaluation of non-cognitive factors in reading
4. Evaluation of reading interest and attitude
5. Extracurricular reading evaluation
Corresponding table of evaluation content and evaluation form
Observation and evaluation of questionnaire survey activities
Special activities comprehensive activities
Students' Chinese Reading Mode ※
※ Students' Chinese Reading Habit
※ Students' Chinese Reading Strategies
※ student' s interest in Chinese reading
※ Students' Extracurricular Chinese Reading
Note: The column marked with "※" indicates that the evaluation content is carried out through the corresponding evaluation table.
Compilation of questionnaire
Students can directly answer the questions in the questionnaire, and the answers can be self-presented or optional.
Self-reported questionnaire:
1. Do you have the habit of reading books and newspapers during holidays?
2. What kind of extracurricular books do you like best?
Do you have the habit of consulting reference books when you are studying?
Questionnaire selection
1. Do you often exchange books you have read with others? ( )
A. Often B. Rarely C. Occasionally D. Not exchanging
2. Who do you like to communicate with most? Please list the first two items () in turn.
A. classmate B. parents C. friends D. relatives and friends at home
The answers to the questionnaire will be biased, because the respondents can ask and answer untrue questions or don't know the contents of the questionnaire. When you do the questionnaire, you must avoid contacting the students' interests.
Compilation and use of Chinese reading activity evaluation scale
In practice, the observation and evaluation of activities with formative tools should not be limited to the activity style designed through the observation and evaluation of such activities. Teachers can reasonably organize various forms of activities to evaluate students' Chinese reading ability according to the actual teaching arrangements and teaching progress in their own regions and schools. This kind of activity only provides an example for teachers to organize activities. In the process of designing, organizing and implementing the practical formative evaluation of primary school students, we must pay attention to the following points:
1. The activity designed in activity observation and evaluation aims at formative evaluation of students' Chinese reading ability. Students focus on participating in activities seriously, while teachers focus on evaluation. Therefore, while carefully organizing activities, teachers must always pay attention to collecting and recording the original materials used for evaluation during the activities.
2. The forms of Chinese reading activities are not eclectic, and teachers can design different forms of Chinese reading activities. However, in the activity design, the evaluation purpose of the activity must be clear, the evaluation content of the activity must be specific, and the evaluation means of the activity selection must be effective. In particular, the evaluation indicators used in activities should choose objective, observable and easily quantifiable explicit behaviors as far as possible.
3. Activity observation and evaluation must be closely combined with teaching and become an organic part of reading teaching. It is a relatively centralized evaluation method, which evaluates the development of students' reading ability through relatively concentrated activities in teaching. Therefore, activity observation and evaluation can not replace teachers' observation and record of students' daily learning process, and should refer to students' usual performance and information from classmates and parents when carrying out activity observation and evaluation.
4. The content of activity observation and evaluation mainly focuses on the quality of Chinese reading that can't be examined by Chinese reading ability test. Therefore, activity observation evaluation is a way to evaluate students' reading ability in parallel with Chinese reading ability test, and it cannot replace Chinese reading ability evaluation. But formative evaluation of reading ability can be combined with Chinese reading ability test.
5. There is some overlap between the observation and evaluation of activities and the evaluation of questionnaires. However, the questionnaire belongs to self-assessment, which is the students' own questions and answers, and some students may consciously choose the answers that are beneficial to them. Therefore, when the content of activity observation and evaluation is quite different from that of questionnaire evaluation, activity observation and evaluation is the main one. Teachers can also combine the results of the two evaluation methods to further analyze students.
6. Teachers' comments on students include two parts: one is to evaluate students' reading ability with what they can understand; The other part is to make suggestions for students' future study. There are no academic terms in the evaluation opinions.
7. All evaluation materials, evaluation records and evaluation results must be put into students' Chinese learning growth bag, so that students can understand their own learning growth process, find their own Chinese learning problems and get incentives for learning progress. The preservation of evaluation data is also conducive to the formation of evaluation system, making students' evaluation systematic and coherent, facilitating teachers to understand students in time and quickly, and then organizing teaching in a targeted manner.
Observation and evaluation of thematic activities
Example: poetry reading activities
Teachers observe and evaluate students' poetry reading level, which is carried out from five aspects:
A. Correct pronunciation, good quality and good efforts.
B. recite accurately (many words but not many) and work hard.
C. recite well and work hard.
D. pause and better efforts and good rhythm
E. it feels good, rich and good.
Observation and evaluation of comprehensive activities
Example:
Activity Name: Approaching Yuan Longping
Activities: Organize students to concentrate on reading all kinds of reports about Yuan Longping and related materials about hybrid rice.
Objective: To comprehensively evaluate the basic situation of students' reading ability.
Activity time: real-time during the semester. Students read and do activities independently for about four days (60 minutes a day), and class activities are held once.
Activity flow:
1. Activity preparation. Free grouping, 5-6 people in each group, and determine the person in charge. Each group collects some relevant reading materials (at least one per person on average. Reading materials include books, newspapers, magazines, etc.
2. Activity notification. Announce the activity arrangement, independent activities for four days, and each group concentrates on activities for 60 minutes every day. According to the books collected by each group, each group makes its own activity plan, including: the bibliography that each member plans to read, the order of communication among members, the specific arrangement of daily activities, etc. The daily activities of each group include the following contents: reading books, making small files for scientists, telling stories about Yuan Longping, and exchanging "my scientific dreams". For the last independent learning activity, arrange group members and related events in class collective activities.
3. Autonomous activities. Students carry out related activities in groups, and teachers take turns to observe the students in detail, record them carefully and evaluate them in time during the process of guiding each group.
4. Group activities.
(1) Yuan Longping, each group will focus on this group. Students make a comparison.
(2) each group elected representatives to participate in the story contest.
3 My Dream of Science and Technology.
Note: Each member of each group must participate in one or two activities independently.
Activity evaluation:
In the activity, the teacher fills in the formative comprehensive evaluation form of students' reading ability according to the observation (see the table below). After the activity, students' reading ability is divided according to their comprehensive evaluation in the activity, and the evaluation level is divided into three levels: excellent, good and hard. At the same time, according to the above contents, teachers should make a formative and qualitative evaluation of students' comprehensive Chinese reading ability, analyze students' strengths and weaknesses and their causes with the degree of "hard work", and make targeted improvement plans and implementation guarantees.
Attachment: comprehensive evaluation table of junior middle school students' Chinese reading ability.
Form a comprehensive evaluation table for junior high school students' Chinese reading ability
Year category name
evaluate
Content evaluation index weight evaluation grade score
Excellent and hard work
read
Can read silently in square reading, no less than 400 words per minute. 5%
You can skim the speed reading materials during reading. 5%
Adjust reading methods according to different text forms in reading. 5%
You can extract information by browsing in reading. 5%
The reading speed can be adjusted reasonably according to the reading needs. 5%
read
In strategy reading, you can infer and understand words with the help of context. 5%
In reading, we can adopt different reading methods according to different reading goals. 5%
Reading can actively carry out thinking activities such as reasoning, hypothesis and association. 5%
In reading, we can grasp the key sentences and topic sentences in the article. 5%
In reading, we can pay attention to grasping the content of the article as a whole. 5%
read
I like books and take an active part in reading activities. 5%
Reading has a wide range of contents and a unique reading tendency. 5%
The personal emotional experience in reading is strong and obvious. 5%
Concentrate on reading and be active in thinking. 5%
Reading can produce a sense of pleasure and accomplishment. 5%
read
Habits can use reference books such as dictionaries to help reading. 5%
Be able to solve problems in life and study through reading as needed. 5%
After reading, I am used to talking and thinking about what I read. 5%
Basically form the habit of reading books and newspapers every day. 5%
Be able to use information channels such as libraries and the Internet to read and find information. 5%
schoolchild
self-assessment
teacher
evaluation price
parents
evaluation price
The fourth chapter is the test of junior high school students' reading ability.
Reading process and reading ability
The test of reading ability is closely related to the reading process. From the perspective of vision and thinking, it is a process from part to whole and then to part. This process is mainly understanding, from understanding to appreciation and evaluation, from appreciation and evaluation to divergence and extension.
From the perspective of learners, reading is a process of accumulating knowledge, understanding, appreciating and evaluating texts and constructing cognition. Knowledge in accumulated knowledge refers to oral knowledge (words, syntax, rhetoric, etc. ), literature, culture, history and scientific knowledge. Understanding refers to the acquisition of information and its interpretation, analysis and generalization. The accumulation and understanding of knowledge are closely related. Appreciation and evaluation refers to the appreciation and evaluation of the language, ideas, materials and viewpoints of the text. Constructing cognition not only includes understanding, appreciation and evaluation, but also includes new perception, experience and understanding of life and society through reading; And have a new experience and understanding of the learning process of reading. Every element of this process can be used as the content of the test. Accordingly, we can decompose the reading ability in the test into comprehension ability, appreciation and evaluation ability and divergent and extended ability.
Text type and content of the test
How to test junior high school students' reading ability at present? We take the reading papers of the national senior high school entrance examination in recent three years as the analysis basis. Test text types and test contents are mainly as follows:
(A) ancient poetry (choose relatively simple works in the Tang and Song Dynasties)
1. Summarize the content of the poem, for example, what is written in the upper part of a word and what is written in the lower part. Summarize what the poet saw and heard in his poems.
2. Understand thoughts and feelings, such as what feelings are expressed by the two allusions in the poem.
3. Appreciate words, such as: talk about the function of adding words in poetry and appreciate the beauty of one or two sentences.
4. The analysis is written as follows: the poem uses the method of contrast and makes a brief analysis of the poem.
5. Describe the picture, for example, describe the picture shown in a poem with your association and imagination.
(2) Classical Chinese (150-400 words, some with notes)
1. Function words and content words in classical Chinese
Function words mainly include: Zhi, Zhi, Yi, Yu, Yes, Wei, Ran, Yan, Hu, or, er, etc.
Content words generally involve 200-300 commonly used words.
2. Translate sentences (at least 4 words and at most 25 words), such as "a long smoke is empty" and "a threesome", there must be my teacher; Choose good and follow it, but change it if it is not good. "
3. Knowledge accumulation mainly involves literary common sense and idiom allusions.
4. Understanding the meaning of the text involves the main contents, characters' personalities, structural levels, thoughts and feelings, etc.
5, writing analysis, such as: what are the main characteristics of article writing, with examples.
6. Divergent development, such as: at a certain point in the article, contact the reality of life and talk about your own ideas.
(3) Modern literary works
The literary works used to test junior high school students' reading ability involve narrative prose, lyric prose, landscape prose and novels. The content of material selection includes: family life, thinking about life, nature, school life, social life and so on.
The main contents of the test are: understanding words and phrases, extracting key points, combing the structure, summarizing the explanation content, analyzing the writing method, feeling of the work and so on.
The test questions are: true or false, short answer and expressive analysis.
(4) Description text
The content of material selection includes: science and technology environmental protection, natural phenomena, cultural customs, architecture, animal world and so on.
The content of the test mainly includes: understanding words and phrases, explaining their functions, explaining methods, characteristics of objects, explaining sequence, summarizing main points, inferring information, etc.
(5) Argumentative essay
The argumentative examination in junior high school is mostly selected from newspapers, essays and essays, with short length and simple structure. Material selection is: life value and attitude, education and knowledge, social and natural, etc.
The content of the test mainly includes: grasping the central argument of the article, analyzing the level and content of the discussion, understanding the words and feelings about the work, etc.
Analysis of reading test sites
Different reading test theories have different analysis of test sites, but careful comparison is only different in expression and classification and similar in essence. Here are some analyses.
First, the three-point OECD reading test plsa
(a) Get information: Find one or more pieces of information in the article.
Difficulty factors affecting the task of obtaining information:
1. Number of information sought
2. Number of conditions for finding information
3. Understand the information classification requirements
4. The importance of information
Step 5 get familiar with the environment
6. Complexity of the article
7. The emergence and intensity of chaotic information.
Five levels of difficulty in obtaining information
1. Found one or more independent and clear declarative information.
2. Each piece of information corresponds to a different standard, and the confused information is processed.
3. Recognize the relationship between information, each piece of information corresponds to a different standard, and deal with confusing information.
4. Find, organize and connect multiple implicit information, and infer which information is related to the task in unfamiliar articles according to multiple standards.
5. Find, organize and connect multiple implicit information, some of which are outside the main body of the article, and infer which information is related to the task. Dealing with all kinds of specious and confusing information.
(2) Understanding the meaning of the text: it refers to constructing the meaning from one or several parts of the article, and making inferences and explanations.
Factors affecting the difficulty of understanding the meaning of the text;
1. Types of understanding (simplicity-main meaning of the article-internal relations of the article-meaning of sentences in context-analogy, reasoning-difficulty)
2. The length of the article
3. Clear thinking and information
4. How much information is confusing?
5. Be familiar with the article.
Five levels of difficulty in understanding cultural and ideological issues
1. The article is a familiar topic, and relevant information is highlighted in the article.
2. Determine the main idea of the article, understand the structural relationship, or make a simple classification, or partially explain the meaning, and the relevant information is not prominent, as long as you do simple reasoning.
3. Contact each part to determine the main idea of the article, understand certain relationships, explain the meaning of words, compare and classify with various standards, and deal with confusing information.
4. Use difficult reasoning to understand, use classification in unfamiliar articles, rely on the whole article to explain the meaning of some parts, and deal with vague, contrary to expectations and negative thoughts.
5. Explain the meaning of nuanced language, or explain the complete and detailed understanding of the article.
(3) Thinking and evaluation: refers to linking the article with one's own experience, knowledge and thoughts.
Difficult factors affecting thinking and evaluating tasks;
1. Thinking (the simplest-simply connecting and explaining articles and experiences-requires assumptions and evaluation)
2. Be familiar with the knowledge outside the article
3. The difficulty of this article
4. Understanding level
5. The clarity of linking the task with all the factors in the article.
Five levels of difficulty in thinking about type problems
1. Connect the information in the article with daily knowledge.
2. Compare and contact the article with external information, or explain the characteristics of the article with experience and attitude.
3. Contact, compare, explain or evaluate the characteristics of the article, explain the detailed understanding of the article and connect it with daily knowledge, or use unusual knowledge.
4. Use knowledge to make assumptions or critically evaluate articles, accurately understand the meaning of long and difficult sentences, and connect with life.
Use professional knowledge to make critical evaluations and assumptions, and rely on a deep understanding of long and difficult sentences to deal with concepts that are contrary to expectations.
Second, the nine-point method
Professor Morey in our country divides reading activities into five processes and nine test sites. See chart:
Names and test points of class sub-activities
Micro-understanding of reading the article (meaning of words in the text)
Context understanding and coherent reasoning (meaning relationship between content and sentence)
Macro article
Understand the layout (hierarchy) of structured reading articles
Understanding of writing intention and expression (the author's writing intention, views on people and things, writing style of the article, etc.). )
Macro article
Grasp the key information of informative reading articles (extract relevant information as needed)
Inference of potential information in the article (information that is not clearly expressed in the article is known by inference)
Article evaluation
Evaluation and appreciation of reading articles (aesthetic and value judgment)
Article divergence
Unique understanding and transfer of reading articles (associative extension is meaningful and unique)
Third, the quartering method
The reading test in the national assessment of educational progress in the United States divides the test points into four parts: overall perception, formation and interpretation, connection with oneself and evaluation.
Holistic perception refers to understanding the text as a whole, requiring readers to regard the article as a whole and form a preliminary understanding of the article. This kind of examination will make students add a topic to the article or think about the theme of the story. Another example is to summarize the main content of the story in a paragraph. Which of the following options best expresses the theme of the story? Write a paragraph describing what the article says in general. What does this article want to tell you? Introduce the main characters of the article and so on.
Forming interpretation means that readers expand on the basis of previous initial impressions and form a more complete understanding of what they read. Readers should not only pay attention to specific parts of the text, but also contact all parts of the text. The problems in this aspect of testing include reasoning about the relationship between two pieces of information, finding the basis for the behavior of characters or the reasons for the development of things.