| 李世娟,王笑辰,王雨格,乔杉.分级阅读的历史逻辑、本土特质与实践路径[J].中国图书馆学报,2026,52(1):57~78 |
| 分级阅读的历史逻辑、本土特质与实践路径 |
| The Historical Logic,Indigenous Characteristics,and Practical Pathways of Leveled Reading |
| 投稿时间：2025-12-06 修订日期：2026-01-17 |
| DOI： |
| 中文关键词: 全民阅读 分级阅读 阅读推广 本土化 自主知识体系 图书馆学 |
| 英文关键词: National reading Leveled reading Reading promotion Indigenization Autonomous knowledge system Library science |
| 基金项目: |
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| 摘要点击次数: 260 |
| 全文下载次数: 215 |
| 中文摘要: |
分级阅读是通过系统化方法实现读物复杂度与读者认知水平科学匹配的阅读资源组织方式,是深化全民阅读的核心路径之一。其演进遵循清晰的范式嬗变逻辑:从服务于教学顺序的教材逻辑,迈向依托可读性公式的文本逻辑,再转向以读者认知差异为核心的能力逻辑,最终形成以动态适配为目标的匹配逻辑。中国分级阅读的本土特质深植于汉语特有的符号结构与中文读者的认知机理,并融汇“藏用并举”的图书馆学传统,呈现为语言基础、认知机制与文化语境三重维度的特殊性。面向未来,中文分级阅读应秉持“理论自主—标准自立—生态协同”原则,依托“分层、分面、分类、分级”框架,构建融通汉语特质与多元阅读场景的分级标准,并推动出版、教育与图书馆服务的一体化发展,从而为构建具有中国特色的阅读学知识体系奠定坚实基础。图2。参考文献79。
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| 英文摘要: |
Leveled reading is a systematic approach to organizing resources by matching material complexity with readers cognitive levels,serving as a key pathway to deepening national reading initiatives. This study employs historical analytical and critical constructive approaches to investigate the developmental trajectory,indigenous characteristics,and future pathways of leveled reading within the Chinese context. The evolution of leveled reading follows a discernible logic of paradigm shifts,moving from a textbook logic centered on instructional sequences to a text logic reliant on readability formulas. It has subsequently advanced to an ability logic focused on multidimensional reader differences. The current frontier is evolving toward a matching logic that emphasizes dynamic adaptation between texts and readers through continuous assessment,representing a shift from static classification to developmental support. The indigenization of leveled reading in China faces profound structural challenges rooted in its unique context. These include a historical delay in establishing modern library systems,linguistic barriers arising from the morphosyllabic nature of Chinese,and a widespread lack of awareness regarding scientific grading principles. Current indigenous explorations are categorized into two strands,namely experience based induction and empirical data driven research. While these efforts have yielded preliminary resources,they remain fragmented and lack the systemic integration seen in Western systems such as Lexile. In practice,the efforts of libraries,publishers,and bookstores remain siloed,resulting in a patchwork of uncoordinated standards and resources.
In response to these gaps,this paper proposes an integrative framework for Chinese leveled reading structured around four dimensions. Layering targets users from early childhood to adulthood,and faceting considers different implementation entities and scenarios. Categorization accounts for reading purposes and media types,while leveling dynamically matches reader abilities with calibrated reading material features. This framework advocates for theoretical autonomy grounded in Chinese linguistics,standard independence through validated benchmarks,and ecological synergy across publishing and library services. Ultimately,constructing a scientifically robust system is not merely a technical endeavor but a fundamental cornerstone for establishing an autonomous Chinese knowledge system in reading pedagogy,contributing to global literacy discourse from a uniquely Chinese perspective. 2 figs. 79 refs.
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