本研究以八年级学生作为研究对象，在学习继承相关语文学科的科学研究成果的基础上，借鉴国内外的研究经验与研究方法，针对学生的语文阅读能力表现水平及其特征问题，以文言文阅读能力表现水平及其特征为主要研究内容，采用测量数据分析的研究方法开展实证研究，测量八年级学生语文文言文阅读能力表现的实际情况，划分八年级学生的文言文阅读能力表现水平，分析学生文言文阅读能力表现水平的具体特征等。 本研究依托中国基础教育质量监测协同创新中心开展的“中学语文素养测评与诊断改进”课题项目，通过对测试工具的开发与修订，评阅工作的实施与质量保障等，共收集测评数据62421份，并在此基础上对测评数据进行清理、核查及验证分析等，获得有效测评数据59677份。 本研究聚焦于八年级学生文言文阅读能力表现水平及其特征，采用对测评数据进行量化统计分析的实证研究方法，结合基于SOLO理论的对学生实际作答样本的能力表现的抽样分析，划分八年级学生在文言文阅读的理解、评价和总体等能力表现上的不同的能力表现水平并描述其能力表现水平的主要特征。 本研究通过对测评数据的研究分析，构建了文言文阅读能力表现水平及特征的研究分析模型，对八年级学生文言文阅读能力表现水平特征进行了科学而细致的刻划，对文言文阅读能力表现不同水平等级的类型特征进行了量化统计分析与描述，并在解决语文教学的实际问题方面提出了基于数据分析基础上的教学改进构想。 本研究的主要发现和结论为八年级学生文言文阅读的理解能力表现明显高于评价能力表现。学生文言文阅读的总体能力取决于其理解和评价能力的表现并介于两者之间。不同水平的学生文言文阅读的理解、评价及其总体能力的表现特征的差异显著。同一水平中的不同学生因其个体特征和群体特征的差异而存在着显著的能力表现水平差异等。 本研究也存在不可避免的研究局限性，为后续相关的研究工作的开展提供了借鉴和参照等。

This study makes the eighth grade students as the research object, which is on the basis of studying and inheriting the scientific research achievements of the related Chinese subject. The study draws on domestic and foreign research experiences and research methods, aims at the students’ reading ability performance levels and its characteristics, and makes the classical Chinese reading ability performance levels and its characteristics as the main research contents. The empirical researches measure the eighth grade students’ actual situations of the classical Chinese reading ability performance by analyzing assessment data and divide the eighth grade students’ classical Chinese reading ability performance levels. This study analyzes the students’ the classical Chinese reading ability performance levels’ concrete characteristics and so on. This study is based on the “regional education quality health examination and improvement promotion” project of Collaborative Innovation Center of Assessment toward Basic Education Quality through the development and revision of the assessment tools, assessment works implementation and quality assurance of the work and so on. This study collects 62,421 assessment samples as a total and gets 59,677 effective samples through checking and verifying. This study focuses on the eighth grade students’ classical Chinese reading ability performance levels and its characteristics. Taking the empirical research method to analyze the assessment data the study combines sampling analysis of the students’ ability to actually answer samples based on the SOLO theory and divides the eighth-grade students’ overall ability performance in the classical Chinese reading to different ability levels, such as understanding, evaluation and describes the main characteristics of the ability performance level. Through the analysis of the assessment data, this study constructs a research and analysis model of the performance level and characteristics of classical Chinese reading ability, makes a scientific and detailed description of the level of the reading ability performance level characteristics of the students in the eighth grade, quantitatively analyzes and describes the types and characteristics of different levels of literary reading ability, and puts forward the concept of teaching improvement based on data analysis. The main findings and conclusions of this study show that the understanding ability of the eighth grade students in classical Chinese reading is significantly higher than that of the evaluation ability. The overall ability of a student to read a classical Chinese reading text depends on its ability to understand and evaluate and fall somewhere in between. The differences in the understanding, evaluation and overall competence of the students in different levels are significant. Different students in the same level have significant differences in performance level due to their individual characteristics and group characteristics and so on. There are also inevitable research limitations in this paper, which provides references for the follow-up research work and so on.