Analyzing Reading Education Reforms in Chinese Schools Using an Ecosystem Model: Insights from China's 2018 PISA Reading Test

Abstract

This paper explores the imperative of enhancing reading proficiency among Chinese students, particularly for studying abroad. Drawing on the 2018 PISA test, it comprehensively analyzes macro and micro factors in the educational ecosystem. It aims to optimize reading literacy education in China using the PISA and Chinese regional tests. It provides recommendations at systemic and individual learner levels. At the macro level, the study examines national policies, cultural values, and the need for a comprehensive policy framework. Adequate resources, evidence-based practices, and a reading culture are advocated. A comprehensive national policy framework, resource allocation, evidence-based practices, and a reading culture are crucial. At the micro level, the significance of individual factors, curriculum design, and parental involvement are emphasized. An effective curriculum, critical literacy skills, and parental support are essential. In conclusion, this paper acknowledges the need to enhance reading skills among Chinese students studying abroad. By examining macro and micro factors, it offers practical recommendations to optimize reading literacy education. This multifaceted approach considers national policies, cultural values, curriculum design, and parental engagement. By addressing these aspects, China can equip its students with the necessary reading skills to thrive in a globalized world.