阅读素养事关国民素质和民族未来，是国家与民族文化水平和创造力的重要标志。阅读素养是核心素养的重要组成部分，是学生学习其他学科的前提和基础，也是个体实现精神成长的重要途径。小学阶段是阅读素养养成的关键时期，因此如何提升小学生的阅读素养就成为重中之重的话题。本论文以小学生阅读素养提升为题，研究思路、研究发现、主要观点和研究结论如下：

一、研究思路。首先，通过梳理国内外阅读研究的基本脉络，探寻阅读观念和阅读教学观念发展的基本路向，为探讨阅读素养的内涵及形成机制提供依据。其次，在梳理有关阅读研究成果的基础上，尝试揭示阅读素养的内涵、特征及形成机制，为提升小学生阅读素养的实践探索提供必要的理论基础。其三，针对影响小学生阅读素养提升的因素展开实证调查，确定影响小学生阅读素养提升的主要因素。其四，在综合分析影响小学生阅读素养提升的相关因素基础上，尝试改革小学阅读教学方式，提出相关教学改进的策略。最后，本论文以五年级小学生为研究对象，采用等组对比实验的方法，对北京市三类不同学校进行为期一年的教学改进跟踪，以检验研究中提出的阅读教学改进策略对提升小学生阅读素养的有效性。

二、研究发现。在梳理已有阅读研究成果的过程中发现，阅读研究大体经历了经验取向、行为取向、认知取向和素养取向四个阶段，与此对应的，阅读教学也经历了以个体阅读活动中的自发经验积累为重点，以文本内容和知识为教学核心目标，以阅读技能或能力为教学核心目标，以阅读素养培养为核心目标几个发展阶段。阅读教学目标和教学内容的转变受社会发展和阅读研究等多种因素的制约，呈现出较为复杂的迭代过程。直至最近几年，培养学生阅读素养才逐渐成为我国阅读教学的核心追求。

三、主要观点。本研究认为，阅读素养是阅读主体根据实际阅读情境的需要，与文本有效互动、主动建构意义的复杂心智力量的聚合。阅读素养由三个子系统构成——认知经验系统、情感态度经验系统和对象经验系统。其中，认知经验系统指的是支配主体与文本互动过程的心智技能因素，包括阅读思维、阅读策略、阅读方式方法等。情感态度经验系统指的是调节主体与情境中各因素（文本、他人、社会文化等）关系的情感态度与价值观因素，包括阅读兴趣、阅读习惯、阅读动机、阅读意志、阅读品质等。对象经验系统指的是主体自身建构的语言、文本、文化知识与经验，包括语言文字知识、文本经验、文化理解等。这三个子系统共同参与阅读活动，识别阅读情境特征、支配阅读互动过程、调节主体与文本、主体与阅读活动之间的关系。同时，三个子系统也在阅读活动过程中不断被同化和顺应，从而使主体的阅读素养得到整体发展。根据对阅读素养本质及结构的分析，本研究还初步提出了阅读素养的形成机制：阅读素养是在大量的阅读实践活动中逐渐积累和建构起来的。阅读素养的形成和发展，既离不开主体在阅读活动中的主动建构，也离不开外部资源、空间、互动等条件的支持。

通过对影响小学生阅读素养发展关键因素的调查，本研究还发现，影响小学生阅读素养提升的主体因素主要包括：阅读兴趣、阅读习惯、阅读策略、阅读量等，它们之间存在着复杂的交互影响关系。影响小学生阅读素养提升的教学因素主要是：阅读课堂教学、阅读氛围、阅读资源，其中阅读课堂教学的影响力最大。小学生阅读素养现实发展中存在着四个方面的问题：其一，四年级（10岁）是学生阅读情感态度经验发展中的一个拐点。其二，随着年级升高，学生对阅读策略的需求度呈逐渐增加趋势。其三，课堂教学还没有真正指向阅读素养的培养，单向传递、知识中心、思维浅化等问题都还存在。其四，学校阅读氛围、阅读资源、教师阅读均落后于学生发展的现实需求。

四、研究结论。针对上述调查结果，本研究认为，提升小学生阅读素养的培养水平要聚焦关键时期、关键因素，集中力量解决关键问题；同时也要关注多个影响因素之间的复杂关系，整体构建小学生阅读素养提升的教学支持体系。首先，抓住四年级这一关键期，在阅读素养培养中注重三个转变：从直观感性之趣到思维理性之趣；从自由阅读到经典阅读；从参与活动到实践运用。其次，聚焦关键因素，激发阅读兴趣、培养阅读习惯、内化阅读策略。第三，立足关键环节——课堂教学，落实指向小学生阅读素养提升的课堂教学改进策略：以积极的阅读活动情境为核心，制定阅读目标、安排阅读活动、组织阅读资源、提供方法策略、加强师生互动、持续评价定向。整体设计小学生的阅读课堂学习历程，对小学生阅读素养进行系统培养。

基于上述理论构想，本研究还在北京市城区、郊县和农村地区各选择了一所学校，采用等组对比的方式，进行了为期一年的实验研究。实验结果表明，实施本研究提出的阅读教学改进策略，不仅可以有效提升小学生的阅读素养，克服小学生阅读素养发展过程中的四年级现象，还可以在一定程度上弥补城乡条件对小学生阅读素养发展的影响。

Reading literacy is related to the national quality and the future of the nation.It is an important symbol of the cultural level and creativity of the country and the nation. Reading literacy is an important part of core literacy, a prerequisite and basis for students to learn other subjects, and an important way for individuals to achieve spiritual growth. Primary school is the key period for the cultivation of reading literacy, so how to improve the reading literacy of primary school students has become the most important topic. This paper takes the improvement of reading literacy of primary school students as the topic. The research ideas, findings, main viewpoints and conclusions are as follows:

1. Research design. First, by combing the basic context of reading research, this paper explores the basic direction of the development of reading concepts and reading teaching concepts, and provides a basis for exploring the connotation and formation mechanism of reading literacy. Secondly, on the basis of literature reviewing, this paper tries to explain the connotation and formation mechanism of reading literacy, so as to provide a necessary theoretical basis for the practical exploration of improving the reading literacy of primary school students. Thirdly, this paper makes an empirical investigation on the factors affecting the formation of primary school students' reading literacy, and finds the main factors affecting the formation of primary school students' reading literacy. Fourthly, on the basis of comprehensive analysis of relevant factors that affect the formation of primary school students' reading literacy, this paper tries to reform the teaching method of primary school students' reading and puts forward relevant teaching improvement strategies. Finally, this paper takes fifth-grade students as the research object and adopts the method of equal-group comparison experiment to track the teaching improvement of three kinds of schools in Beijing for one year, so as to test the effectiveness of the reading teaching methods on improving the reading literacy of pupils.

2. Research findings. It was found in the process of literature review that reading research generally goes through four stages:experience orientation, behavior orientation, cognitive orientation and literacy orientation, and corresponding to this, reading teaching also experienced four stages: focusing on the spontaneous experience of individual reading activities, focusing on text content and knowledge, focusing on reading skills or abilities, focusing on reading literacy. The change of reading teaching objective and teaching content is restricted by many factors such as social development and reading research. Until recent years, cultivating students' reading quality has gradually become the core pursuit of reading teaching in China.

3. Main points. According to this study, reading literacy is the aggregation of complex mental power that the reading subject can effectively interact with the text and actively construct the meaning according to the needs of the actual reading situation. Reading literacy consists of three subsystems: cognitive experience system, emotional attitude experience system and object experience system. Among them, the cognitive experience system refers to the mental skills that control the process of interaction between the subject and the text, including reading thinking, reading strategies, reading methods and so on. Emotional attitude experience system refers to the emotional attitude and value factors that regulate the relationship between the subject and various factors in the situation (text, others, social culture, etc.), including reading interest, reading habit, reading motivation, volitional quality, etc. Object experience system refers to the language, text, cultural knowledge and experience constructed by the subject, including language knowledge, text experience and cultural understanding. These three subsystems participate in reading activities together, identify the characteristics of reading situation, dominate the process of reading interaction, regulate the relationship between the subject and the text, and the reading activities. At the same time, the three subsystems are also assimilated and adapted in the process of reading activities, so that the subject's reading quality can be developed as a whole. Based on the analysis of the nature and structure of reading literacy, this study also preliminarily proposes the formation mechanism of reading literacy: reading literacy is accumulated and constructed in a large number of reading practices. The formation and development of reading literacy cannot be separated from the active construction of the subject in reading activities and the support of external resources, atmosphere, interaction and other conditions.

Based on the investigation of the key factors affecting the development of primary school students' reading literacy, this study also found that the main factors affecting the improvement of primary school students' reading literacy mainly include: reading interest, reading habits, reading strategies, reading amount, etc., there is a complex interactive influence relationship among these factors. The teaching factors that affect the improvement of reading literacy of primary school students are: reading classroom teaching, reading atmosphere and reading resources, among which reading classroom teaching has the greatest influence. There are four problems in the practical development of primary school students' reading literacy: first, the fourth grade (10 years old) is an inflection point in the development of students' reading emotional attitude experience. Second, with the rise of grade, students' demand for reading strategies is gradually increasing. Third, classroom teaching has not really pointed to the cultivation of reading literacy, one-way transmission, knowledge center, thinking of shallow problems still exist. Fourthly, school reading atmosphere, reading resources and teachers' reading all lag behind the actual needs of students' development.

4. Research conclusions. According to the above survey results, this study believes that to improve the cultivation level of primary school students' reading literacy, it is necessary to focus on key periods and factors and concentrate on solving key problems. At the same time, we should also pay attention to the complex relationship between several influencing factors and build a teaching support system for the improvement of primary school students' reading literacy. First of all, we should focus on three changes in the cultivation of reading literacy during the critical period of fourth grade: from intuitive interest to rational interest; From free reading to classical reading; From participating in activities to practical application. Secondly, focus on key factors, stimulate reading interest, cultivate reading habits, and internalize reading strategies. Third, based on the key link -- classroom teaching, implement the classroom teaching improvement strategy directed at the improvement of reading literacy of primary school students: with active reading activity as the core, set reading goals, arrange reading activities, organize reading resources, provide methods and strategies, strengthen teacher-student interaction, and continuously evaluate the orientation. To design the learning process of primary school students' reading class and systematically cultivate their reading literacy.

Based on the above theoretical conception, this study also selected a school through the urban area, suburban counties and rural areas of Beijing, and conducted a one-year experimental study by using the method of group comparison. The experimental results show that the implementation of the reading teaching improvement strategy proposed in this study can not only effectively improve the reading literacy of primary school students, overcome the fourth-grade phenomenon in the development of primary school students' reading literacy, but also make up for the influence of urban and rural conditions on the development of primary school students' reading literacy to some extent.