语文学科阅读能力构成评价体系包括信息提取、分析概括、领会理解、解释推断、发散拓展和批判赏析等六个能力层级。对北京市两个区的七年级至九年级共2829名学生的阅读能力进行测试，运用 Rasch 模型进行分析与讨论，研究结果发现：需针对不同类型的阅读内容培养相应的能力；从教学上需加强初中生对于隐性信息提取的能力；初中生的分析概括能力在所有阅读能力中表现最弱，阅读教学特别需要关注此能力的培养；相较于对文言文的理解，初中生在深入理解文学类文本的深层含义以及情感表达等方面表现较弱，应提升学生的领会理解能力；初中生对阅读文本的解释推断能力较弱，该能力与分析概括能力存在正相关的关系；阅读教学需要鼓励初中生联系生活实际发表自己的看法，应培养学生的发散拓展能力和批判赏析能力。%The evaluation framework for students’Chinese reading ability includes six aspects:infor-mation extraction,analysis and summarization,comprehension,interpretation and deduction,perspective expanding,and critical appreciation.On the base of the evaluation framework,we conducted a reading test among 2829 students from Grade 7 to Grade 9 in two districts of Beijing.The study applied Rasch model to analyze and discuss the data.The conclusions are as follow:It is necessary to properly cultivate students’ reading ability for different types reading contents.Teachers should strengthen the students’extraction a-bility of tacit information during instruction.The performance of students in the ability of summarization was the worst in the reading test,and great attention needs to be paid to this ability.Comparing with clas-sical Chinese texts,the students had low achievement in grasping the deep meaning and emotional expres-sion of literature texts,which should be improved.The ability of interpretation and deduction in reading texts was weak and it had positive correlation with the ability of summarization.Teachers should encour-age students to share their own opinions based on life experience and try to develop their abilities of per-spective expanding and critical appreciation.
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