First, we should pay attention to the following questions in the preparation of reading questions: choose the text in the lower grades, choose the story in the middle grades, and choose the narrative and simple explanatory text in the upper grades. Texts should be suitable for students' cognitive level, and reading background knowledge should not be too much. The sentences in the text are relatively simple and there are fewer new words. Questions should be set with multiple-choice questions and written answers. Multiple-choice questions are easy to mark, and the possibility of misjudgment is small. Good multiple-choice questions are speculative. There are two kinds of written answers: short answers (answering one sentence or one sentence) and analyzing narratives (answering more than two sentences). A test paper must have at least two kinds of questions. Distribution of test sites A text reading test should have more than three test sites. Generally speaking, the comprehension ability of lower grades should be tested by information retrieval and confirmation, information interpretation and information analysis and summary. In addition to testing comprehension ability, senior three should also have appreciative evaluation or divergent extension questions. The test of comprehension ability should have a test point of information reasoning. Second, reading teaching multi-dimensional target analysis table, reading styles of junior, middle and senior grades, 1, emotional reading. 2. Learn to read silently (not to the extent). 3. Look at the pictures and read. 1, read correctly, fluently and emotionally. 2. Learn to read silently and skim. 1, read 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 to read fairy tales, fables and stories, and read children's songs, nursery rhymes and ancient poems. Narrative works. Knowledge accumulation of explanatory articles and narrative works 1, reading aloud in Putonghua-mastering Chinese Pinyin. 2. Know common punctuation marks and master the tone of periods, question marks and exclamation marks. 3. Accumulate words, idioms, aphorisms and recite poems. 1, understand the different uses of periods and commas, and understand the general uses of colons and quotation marks. 2. Accumulate beautiful words and wonderful sentences in the text, as well as language materials obtained in extracurricular reading and life. 1, understand the different uses of pause and comma, semicolon and period. 2. Recite 60 excellent poems (paragraphs). Reading ability 1, combining the context and real life to understand the meaning of words in the text. 2. I have my own feelings and ideas about people and things I am interested in, and I am willing to communicate with others. 3. Expand your imagination, get a preliminary emotional experience and feel the beauty of language. 4, can grasp the main points, understand the outline of the event. 1, can contact the context, understand the meaning of words, and understand the role of key words in the text to express affection. Be able to understand the meaning of new words with the help of dictionaries, dictionaries and life accumulation. 2. Be able to grasp the main content of the article and understand the thoughts and feelings expressed in the article. 3. Be able to retell the theme of narrative works, feel the vivid images and beautiful language in the works, care about the fate and joys and sorrows of the characters in the works, and communicate their reading feelings with others. 1, collect 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. Emotional attitude 1, like reading and feel the pleasure of reading. 2, love books, love books. You can ask questions about places you don't understand in the text. 1, dare to put forward your own opinions and make your own judgments. 2, infected and inspired by excellent works, yearning for and pursuing beautiful ideals. Third, the test of primary school students' reading ability The process of reading is closely related to the test of reading ability and 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 divide reading ability into comprehension ability, appreciation and evaluation ability and divergent and extended ability. Analysis of reading test sites Different reading test theories have different analysis of test sites, but careful comparison is basically the same. Here are some analyses. Professor Molly divides reading activities into five processes and nine test points. Look at the chart: the names of category sub-activities and test points. Micro-understanding of the article (meaning of words in the article), understanding of the context of the article and coherent reasoning (meaning relationship between content and sentences), understanding of the layout of the macro-structure reading article (hierarchical structure), understanding of the writing intention and expression of the article (author's writing intention, views on people and things: writing style, etc. ) Grasping the key information of macro information reading (extracting relevant information as required) Inferring the potential information of the article (understanding the information not clearly expressed in the article through reasoning) Organizing and constructing the overall information of the article (organizing the infographic according to a certain logical relationship) Evaluation and appreciation of evaluative reading of the article (judgment of aesthetics and value) Unique understanding and transfer of divergent reading of the article (associative extension is meaningful and unique)