本科畢業(yè)設計論文The Application of English Graded Reading Materials in English Teaching of Primary School

ContentsTOC\o"1-3"\h\u16952Abstract I13650摘要 II13987Introduction 1243161BackgroundofGradedReadingMaterials 3277731.1DefinitionofGradedReadingMaterials 3199761.2OriginandDevelopmentofGradedReadingMaterials 4292332ComparisonofGradedReadingatHomeandAbroad 7300632.1

System

and

Standard

of

Graded

Reading 7311332.2Current

Situation

of

Graded

Reading 11154733ApplicationEffectsofGradedReadingMaterialsinPrimaryEnglishTeaching 1441113.1ImprovementofLanguageAbility 15251743.2ImprovementofCulturalUnderstanding 16245203.3ImprovementofThinkingAbility 17142243.4ImprovementofLearningAbility 18154734SuggestionsontheApplicationofEnglishGradedReadingMaterialsinPrimaryEnglishTeaching 19309934.1SelectionofGradedReadingMaterials 19282704.2ApplicationPrinciplesofGradedReadingMaterials 2025445Conclusion 2315690Bibliography 257536Acknowledgments 27TOC\o"1-2"\h\uTOC\o"1-2"\h\uAbstractBecauseofthematerialsandmethodsusedinEnglishteachingofprimaryschoolstudentsinourcountryaregenerallyboringandunitary,leadingtothephenomenonthatprimaryschoolstudentsloseinterestinEnglishlearning,aswellaspoorreadingabilityandotherproblems.SoweshouldchoosemoreinterestingEnglishlearningmaterialsandmethods.Forexample,learningfromforeigngradedEnglishreadingsusedintheteachingprocess.WhatisthestandardofEnglishgradedreading?Whatistheteachingmodeofgradedreading?Andhowtousegradedreadingmaterialsasextensivereadingmaterialsforextracurricularstudents?Englishgradedreadingmaterialsareclassifiedaccordingtotheprinciplesofsimpletocomplexandlowtohighbylanguagecontrolofvocabulary,grammar,sentencestructureandcontent.Theyarenotonlyinlinewithreaders’physiology,butalsoinaccordancewithreaders’psychologicaldevelopmentlawwithillustrations.Gradedreadingmaterialspromotethedevelopmentofchildren’sreadingliteracythroughitssystematic,scientificandtargetedfeatures.ThepurposeofthispaperistodiscusstheauxiliaryroleofEnglishgradedreadingmaterialsinprimaryschoolEnglishteaching,especiallyforprimaryschoolstudents’readingabilitybycomparingtheapplicationofgradedreadingmaterialsinprimaryschoolEnglishteachingbetweenChinaandthewest,suchas:thecurrentsituationofgradedreadingmaterialsapplication;obstaclesintheapplicationprocess;andcurriculumstandardsAndtheinfluenceofwritingability.KeyWords:gradedreadingmaterials;application;primaryschoolEnglish;Englishreading

摘要由于我國小學生英語教學所使用的材料和方式普遍比較枯燥，導致小學生出現(xiàn)對英語學習失去興趣的現(xiàn)象，以及閱讀能力差等問題。所以我們應該選擇更有趣的英語學習材料和學習方法。比如借鑒國外在教學過程中使用的英語分級讀物。那么英語分級讀物的標準是什么？還有分級讀物課堂教學模式是？以及課外學生該如何使用分級讀物作為泛讀材料呢？英語分級讀物通過對詞匯、語法、句子結構、內容進行語言控制.按照由簡單到復雜、由低級向高級的原則進行分級，不僅符合讀者生理、且遵從讀者心理發(fā)展規(guī)律配有插圖。分級讀物通過其系統(tǒng)性、科學性、針對性的特點從而推動和促進青少年兒童閱讀素養(yǎng)的發(fā)展。本論文通過文獻分析法，旨在通過對中西方的分級讀物在小學英語教學中的應用進行對比，去論述英語分級讀物在小學英語教學中的輔助作用，尤其是對小學生閱讀能力(語言知識、閱讀理解、文化意識三方面)和寫作能力的影響。關鍵詞：分級讀物；應用；小學英語；英語閱讀IntroductionInrecentyears,thecultivationofprimaryschoolstudents’Englishreadingliteracyhasgraduallyattractedtheattentionofbasicteachingexpertsinourcountry.Atpresent,ProfessorWangQiangandhisteamaremoreauthoritativeintheresearchonEnglishreadinggradingstandardsinprimaryandsecondaryschoolsinChina.Thispapermainlyanalyzesthedevelopmenthistoryof“gradedreading”inBritishandAmericancountries,theuseofgradedreadingmaterialsinteachingandthegradingreadingevaluationsystem,andintroducesthegradingstandards,basisandgradingmethodsofreadinggrading.ItmakesacomparativeanalysisoftheChineseandforeignEnglishGradingreadingsystems,inordertohelpusreexaminetheunreasonableplacesthatmayexistintheprocessofformulatingthegradingreadingstandardsforprimaryandsecondaryschoolstudentsinChina,soastodevelopthegradingstandardsthataremoreinlinewiththeEnglishlanguagelevelandabilityofprimaryschoolstudentsinChinaandenrichanddevelopthetheoriesrelatedtoEnglishteachingorlanguageacquisitioninprimaryschoolsBasis.Gradedreadingisaveryscientificandeffectivereadingmodeforchildren,whichcaneffectivelyimprovechildren’sreadingcomprehensionandenhancetheirreadingability[1].Gradedreadinghasahistoryofmorethan100years,whichcanbetracedbacktoWilliamMcAfee.In1836,hedevelopedthefirstsetofgradedreadingstandards.Children’sreadingabilitypresentsdifferentreadingpsychologicalcharacteristicsindifferentages.Gradedreadingistoprovidesystematic,scientificandtargetedreadingplanandguidanceforchildrenaccordingtothedevelopmentlawofchildren’spsychology,intelligenceandlanguagelevelbyexpertsandscholars,teachers,parents,andtoprovidealargenumberofreadingmaterialssuitableforchildren’scharacteristicsinacertaingrowthstageFosterchildren’sabilitytoread[2].Foreigngradedreadingmainlyaimsattwoaspectsofevaluationthatisreadingmaterialsandreaders.Readingmaterialsaremainlyclassifiedfromlanguageknowledge,textstructure,stylisticcharacteristics,etc.Readersaremainlyevaluatedontheirreadingabilityandlevel,andgivenreadingguidancecombinedwiththeoveralllevelofthetwo.Finally,gradedreadingforthepurposeofcultivatingreaders’readingdemandhasmadegreatprogressinBritain,theUnitedStates,Italy,Japan,SouthKorea,andeffectivelycultivatedchildren’sreadinginterestandhabit,improvetheirreadingability,TaiwanandHongKongintroduced“gradedreading”earlierthanthemainland,andcombinedwithlocaleducationandculture,developedtheconceptof“BridgeBook”.In2008,theconceptof“gradedreading”wasintroducedintothemainland,butthenitattractedtheattentionofchildren’sbooks,expertsandscholarsintheeducationfield,front-linelanguageteachersandparentswhopayattentiontothecultivationofreadingability,whichledtotherapiddevelopment.Thispapercanbedividedintofourchapters:Thefirstchapterintroducesthebackgroundofgradedreadingmaterials.ItincludesthedefinitionofgradedreadingmaterialsandTheOriginandDevelopmentofGradedReadingMaterials.Thesecondchaptermainlyintroducesthecomparisonofgradedreadingathomeandabroad.Itisdesignedtoletreadersunderstandstandardsystemandpresentsituationofgradedreadingmaterialsathomeandabroad.ThethirdchaptermainlyanalyzesthateffectofapplicationofgradedreadingmaterialsinprimaryEnglishteaching.Firstofallislanguageability.Itisthe“core”ofthecorequalityofEnglishdiscipline.Secondisculturalcharacter.Learningaforeignlanguage,especiallyEnglish,isanimportantwaytoachieveinternationalunderstandingandcross-culturalcommunication.Thethirdoneisthinkingquality.Becauseoftherelationshipbetweenlanguageandthinkingisveryclose.Learningandusinglanguagecanfurtherpromotethedevelopmentofthinking.Thelastoneislearningability.ThefourthchapterintroducessuggestionsonEnglishgradedreadinginprimaryEnglisheducation.Itincludeshowtochoosegradedreadingmaterials,howtousegradedreadingmaterials,andhowtoapplygradedreadingmaterialsintheteachingprocess.

1BackgroundofGradedReadingMaterialsAsthebirthplaceofgradedbooks,theUnitedStateshasformedarelativelyscientificgradingstandardandwayintheprocessofpractice.Itplaysanimportantroleinimprovingstudents’readingperformanceandreadingskills,narrowingthegapofreadingachievement,andimprovingthespecializationofteachers’readingteaching.Onthecontrary,therearesomeproblemsintheuseofgradedreadingmaterialsinChina,suchasunsystematic,unprofessional,copyingforeignmaterialsandnoChinesecharacteristics.1.1DefinitionofGradedReadingMaterialsAccordingtoWikipediadescription,“gradedreading”is:gradedreadingisa“simplereading”forextensivereadingteachinginsecondlanguageorforeignlanguageteaching.OneofthecharacteristicsofEnglishgradedbooksis“grading”,whichisarrangedaccordingtothecontentoflanguagecoursesorteachingmaterialsfortheconvenienceofreaders:gradingwillaffecttheappearanceofwords,meanings,tenses,sentencestructures,topicsandfunctionsinthebooks,thatis,thelanguagewillbecontrolled.Secondly,“simplification”isthesecondcharacteristicofgradedreadingmaterials.Becausevocabularyandgrammararesimplified,itismoresuitableforthelevelofreadersandimprovestheirreadingenthusiasm,self-confidenceandreadingfluency.Claridgebelievesthat“goodgradedreadingmaterialsshouldprovidereaderswithrealreadingexperienceandprepareforreadingrealandnotsimplifiedworks”[3].Thecharacteristicsofgradedreadingmaterialsare“adaptation”.Thefirstgradedreadingmaterialsareabbreviationsandadaptationsoffamousclassicalreadingmaterials.Throughcorrespondingchangestotheircontents,vocabulary,grammar,etc.,theyareclosetothelevelofreading.Thefourthcharacteristicofgradedreadingmaterialsis“knowingandinteresting”.Lindawalitzathinksthatforthenativereadersofgradedbooks,gradedbooksshouldincludetwotypes:oneisguidebooks;theotherisindependentreadingbooks[4].Theformerreferstothatthechildcanonlyunderstand75%ofthecontentofthebook,andheneedstheguidanceoftheteacherortheparents;thelatterreferstothatthechildcanunderstand90%ormoreofthecontent,andcanreadthebookindependentlywithoutguidance.DavidHill,formerdirectoroftheEdinburghextensivereadingproject,describedgradedreadingsas“thesebooksarewrittenforreaderswithlimitedknowledgeofEnglishvocabularyandsyntax”[5].Gradedreadingmaterialsarecompiledtoadapttoreaders’languagelevelandreadingability.Hedg,editorofOxfordbookwormlibrary,thinksthatoneofthecharacteristicsofgradedbooksisthattheykeepthestoryinterestingandcanattractsomereaderswhoarenotawareofreadingBamford,DavidHillAndhedgebothbelievethatthemostimportantpurposeofgradedreadingistoprovidereaderswithextensivereadingmaterials,sothatreaderscankeepreadinginterestandlikereading,ratherthanbeabletoletreaderstrulyappreciatetheclassicsofwesternoriginalworks[6].Jamesthinksthatgradedreadingmaterialscanhelpstudentswithreadingdifficulties“restorereadingability”[7].Gradingmaterialsarestillintheinitialstageofresearch,theresearchsubjectissingle,theconceptofgradingisnotwidelyaccepted,andthepracticedoesnotgodeepintotheteachingofteachersandteachers.Therefore,thestudyofgradedreadingmaterialsintheUnitedStatesisofgreatsignificancetothestudyandteachingofgradedreadinginChina.Theideathatdifferentgradesofchildrenusedifferentgradingmaterials,andwhatageofchildrenreadwhatdifficultybooks,hasalwaysexisted.Beforetheformationoftheformaltheory,therehadbeensomescientificresearchinstitutionsandpublishinghousesinsomecollegesanduniversities,suchasthepreschooleducationbranchofEastChinaNormalUniversityPress,GuiZhoupeople’spublishinghouse,Chinachildren’spressandPublicationBureau,dolphinmedia,etc.tostudyit,andlaunchedtheirown“bridgebook”and“stepreading”productsoneafteranotherInJuly2008,initiatedbythePublicityDepartmentofGuangDongProvincialCommitteeandsponsoredbyNanFangnewspapermediagroup,wehadasystematicunderstandingofthisconcept.Itsreadinggradingconceptis“whatgradetoreadwhatbook”.Later,ourunderstandingofgradinganditsimportancegraduallydeepened.Forexample,someonepointedoutin“l(fā)etreadinggradingbecomeanewtrendofmodernsociety”,southerngrading“l(fā)etallchildrenhaveaccesstoreading:letreadingbecomeahappypartofchildren’slife;letreadingbecomethemostextensivelearningpracticeofchildren”.“Therearealsosomescholarswhoemphasizethatreadingclassificationrefineschildren’sreadingability,cultivateschildren’srespectforbookknowledge,andformsagoodhabitoflovingreading,beingabletoreadandreadinggoodbooks.1.2OriginandDevelopmentofGradedReadingMaterialsTheconceptofgradedreadingoriginatedfromthewesterndevelopedcountries.Inthe1920s,manydevelopedcountriesformedavarietyofgradingsystemsbasedonthescientificanalysisofthephysiologicalandpsychologicaldevelopmentcharacteristicsofchildren.Gradedreadingmaterialsprovidescientificlearningmaterialsforchildrenaccordingtotheirintelligenceandpsychologicaldevelopmentatdifferentages.IntheUnitedStates,thegovernmentfundedscientificreadingeducationandguidancebeganinthe1960s.Inthelate1990s,readingeducationhasbecomeoneofthekeyissuesofthefederalgovernmentandthewholesociety.In2001,theactof“nochildleftbehind”promotedtheemergenceofmoderngradedreadingmaterials,andalsomadetheschoolsreadingteaching,readingfieldbookmarketandevaluationsystemdeveloprapidly[8].Inthepastdecade,thebookmarketofgradedreadingmaterialsandtheclassroombasedreadingteachingandevaluationsystemintheUnitedStateshavedevelopedrapidly.Throughaseriesofprofessionaltraining,professionalreadingteachersgivechildrenaone-to-onecomprehensivereadingtestinordertoevaluatechildren'sreadinglevelmoreaccurately.Theresultsofthetestarehelpfultodeliverthebooksofthesameleveltoeverylearnerattherighttime,andhelpteacherstoadjustteachingmethodsandimproveteachingqualityinatargetedway.Withthedevelopmentofscience,itisveryconvenienttogetclassifiedreadingmaterialsfrompapertoelectronic,fromphysicallibrarytonetworklibrary.In1981,Clivecrisper,InstituteofAppliedLanguages,UniversityofEdinburgh,foundedtheEdinburghextensivereadingproject,whichaimstocustomizesomereadingjournalsandauxiliarylearningmaterialsforreaders,suchastestquestions,readingcards,teacher’sguidebooks,handbooksofcompetentdepartments.Theprojecthasachievedgreatsuccessandhasbeenpromotedinmanycountriesandregions.Aftermorethan30yearsofdevelopment,theprojectwasclosedandtransferredtotheextensivereadingfoundationin2011[9].“Edinburghextensivereadingproject”isanon-profitcharity,whichclassifiesthereadingmaterialsaccordingtostudents’languageknowledgelevel,readinginterestandthedifficultyofthereadingmaterials,coveringawiderangeofcontents.Studentsareexposedtoalargenumberofcomprehensiblelanguageattacksinreadingthesegradedbooks,whichcanstimulatetheirreadinginterestandimprovetheirreadingability.TheconceptofEnglish“gradedreading”hasbeenintroducedintothemainlandofChinaforashorttime.OnSeptember18,2015,thefirst“primaryandsecondaryschoolEnglishtributereadingteachingacademicseminarofChineseprimaryandsecondaryschoolstudents’Englishgradedreadingsystemstandardresearch”wasissuedtotheprovincialcapital[10].The“boardquestion”wasintroducedtomorefront-lineEnglishteachersforthefirsttime.ItalsocausedmorescholarsandresearchResearchersandteachersconductmoreextensiveresearchandPracticeon“gradedEnglishreading”Inthepastdecade,thebookmarketandclassroombasedreadingteachingandevaluationsysteminAmericanreadingfieldhavedevelopedrapidly.Throughaseriesofprofessionaltraining,professionalreadingteachersgivechildrenaone-to-onecomprehensivereadingtestinordertoevaluatechildren’sreadinglevelmoreaccurately.Theresultsofthetestarehelpfultodeliverthebooksofthesameleveltoeverylearnerattherighttime,andhelpteacherstoadjustteachingmethodsandimproveteachingqualityinatargetedway.

2ComparisonofGradedReadingatHomeandAbroadDomesticscholarshavemadeadeepresearchonEnglishandAmericanreadingsystemandstandards,andmanyscholarshavemadeaverydetailedintroductiontoAmericanreadingsystem.IntheUnitedStates,readinggradingiscommonlyusedinthefollowingways:gradegradingsystem,A-Zgradingmethod,digitalgradingsystem,anddevelopmentofreadingevaluationsystem[11].ThefollowingfocusesonseveralinfluentialEnglishandAmericangradedreadingsystems:2.1

System

and

Standard

of

Graded

ReadingFirstly,thisiswillintroduceEnglishandAmericanReadingSystemsandStandards.IntheUnitedStates,readinggradingiscommonlyusedinthefollowingways:gradegradingsystem,A-Zgradingmethod,digitalgradingsystem,anddevelopmentofreadingevaluationsystem.ThefollowingfocusesonseveralinfluentialEnglishandAmericangradedreadingsystems:Accordingtotheageandgradeofthestudents,theycanusetheARgradingsystemjudgestheirreadinglevel.Afterevaluatingthestudents,itissuggestedtoselectEnglishgradedreadingmaterialsofcorrespondinglevel.Becauseofthehighaccuracyofthegradingsystem,itiswidelyusedintheUnitedStatesandothercountries.ThemeaningofARreadingscoreisbasicallythesameasATOSscoreandgelscore,Ifthestudent’sreadingtestscoreisAR4.3(ATOS4.3/CEL4.3),itmeansthatthestudent’sreadinglevelisequivalenttothatofthefourthgradethirdmonthstudentsintheUnitedStates.Arassessmentsystemiswidelyused.Itcanhelpteacherstoaccuratelyreadandunderstandallchildrenintheclass,andhelpstudentstoselectrelevantreadingmaterials.Therefore,manyAmericanschoolsoftenintroducethissystemtoassistteachinginregularteaching.ThesecondofEnglishandAmericanReadingSystemsandStandardsisGRL(GuidedReadingLevel).TheA-ZgradingsystemisasetofbookgradingsystemdevelopedbytheAmericanreadingexpertsTASSandpine.TheA-Zgradingmethodisalsoknownastheguidingreadinggradingsystem.Thesystemisclassifiedfromtwoaspects:TextDifficultyandreliablemeasurement.Itisdividedinto26levelsinalphabeticalorder.TheA-Zgradingmethodisthesimplestandprogressive.LiXinbelievesthatthe“A-Zgradingmethod”canevaluatethetextcomplexityofstudents’readingmaterialsmainlyfromthreeareas:quantitativetest,qualitativetestandconsiderationofreadersandtasks[12].Thegradingsystemconsistsoftwoparts:computertestandmanualtest.Thecontentsofthetestaremainly:vocabulary,highfrequencywords,sentencelengthdifficulty,topicfamiliarity,illustrationinformation,readingcomprehension,etc.“ReadingA-Z”officialwebsitehasaverydetailedintroductiontoA-Zgradedreading,including:overview,features,gradedreading,readingcomprehension,relevantmaterials,andprovidesdifferentbooklists,readingactivities,evaluationstandardsandmethodsaccordingtodifferentneedsofdifferentreaders.ThethirdoneisLexile.LexileisthemostwidelyusedEnglishGradingSystemintheworld,withhundredsofpublishinghouses,thousandsofjournalsandtensofthousandsofbooksinmorethan180countriesandregions.IntheUnitedStates,mostprimaryandsecondaryschoolstudentsuseLexiletoevaluatetheirreadinglevelandselectreadingmaterialsofthesamelevel.InmanyimportantstandardizedtestsintheUnitedStates,Lexileisusedtoexpressstudents’readingandwritingscores.Theresearchteamofthissystemframework,includingtheexpertgroupofeducationalmeasurementandpsychologicalmeasurement,hasdevelopeditaftermorethan20yearsofresearch.Lexilecannotonlyevaluatestudents’readinglevelscientifically,butalsojudgethedifficultyofreadingmaterials.Therefore,itisscientific,targetedandsystematicforstudentstochoosetheappropriatereadingmaterialsaccordingtoLexile’srecommendationafterevaluatingtheirreadinglevel,whichcaneffectivelyimprovetheirreadinglevel.Uptonow,LexilehasdevelopedintothemostcrediblereadingdifficultyratingsystemintheUnitedStates.DifferentfromARgradingmethod,Lexilescoreisanumberplus“L”,withthelowestscoreof5Landthehighestscoreof2000L.Accordingtotherequirementsofthenewcurriculumstandardofprimaryschool,thereadingscoresuitableforthefifthgradeofprimaryschoolisgenerallybetween100Land400L.ThelastoneisDRA(DevelopedReadingAssessment).DevelopedreadingassessmentisanindependentevaluationsystemdevelopedbyPearsonCompanytotestthereadingabilityofstudentsfromkindergartentoeighthgrade.Dr.NatalieRathbonebelievesthattheDRAsystemaimstoevaluatestudents’independentreadinglevel,readingaccuracy,readingfluencyandreadingcomprehensionability.Teacherscanuseittoevaluatetheadvantagesanddisadvantagesofstudents’readingsoastosupervisethedevelopmentofstudents’reading.TeacherscanuseDRAinteachingtomanageandgradestudents’reading.TheDRAtestisheldeverysixmonthsoreveryyear.Itisatestconductedbyteachersorreadingexpertsonindividualstudents.Itmainlyexaminesninetypesofreadingbehaviorandsixtypesofcommonerrors,andthenevaluatesstudents’readinglevel.Thesystemteststheaccuracy,fluencyandcomprehensionofreading,soastohelpstudentsbecomeindependentreaders.Atthesametime,parentsandteacherscanprovidenecessaryguidanceandhelpinchoosingreadingmaterialsaccordingtothetestresults.Theabovefourgradingsystemshaverelativelymaturetheoreticalbasis,eachhasitsownadvantages,canrefertoeachotherandtransformatthesamelevel,thusformingagoodgradingreadingcommunity.Throughgradingthedifficultyofreadingmaterials,evaluatingthereaders’readingability,formingareadingguidancesystem,whichisconvenientforparentsandteacherstoprovidecorrespondingguidanceforchildren’sreading.Atthesametime,childrencanmaketheirownchoiceandreadfromabove,thusformingagoodreadingatmosphere.Ok,nextpartwewillintroducethemainlyofChineseGradedReadingSystemandStandardisClimbingEnglishReadingSeries.“ClimbingEnglishReadingSeries”isacombinationofcognitiveneuroscienceandLearningLaboratoryofBeijingNormalUniversityandChinesechildren’sEnglish.Accordingtotherulesandcharacteristicsoflanguagelearning,thefirstsetofchildren’sEnglishreadingpicturebookinChinaisdevelopedaccordingtotherequirementsofthenewcurriculumstandard.Thepurposeistohelpdevelopchildren’sEnglishreadingabilityinChina[13].“ClimbingEnglishReadingSeries”consistsof“keyreadingskillstraining”and“gradedreading”.Amongthem,“gradedreading”isdividedintosixlevels,with64storiesintheformofpicturesandtexts.Inordertoachievethebesteffectofpicturebookreading,eachseriesofpicturebooksisalsoequippedwithcorrespondingauxiliaryresources,includingsupportingCDforlisteninginputlearning.Myreadingrecordfocusesonchildren’sreadingprocess,whichisacarrierofprocessevaluation:Theparents’Handbookisagoodhelperforparentsandchildrentoread,whichcanhelpparentstounderstandthedesignconceptofthissetofreadingresourcesandtheguidancemethodoftheactivity.Theteacher’sguideisascaffoldforlearningreadinglearningactivities,especiallyforfront-lineteacherswhohavenotparticipatedinthe“ReadingTeachingguidance”training,whichhashighguidancevalue.Mainlyfromthefollowingtwoaspects:Firstofall:“ClimbingEnglishReadingSeries”researchteamcoversawiderangeoffieldsandhasauthority.Therearemanyexpertsandscholarsparticipatinginthestudyof“climbingEnglishReadingSeries”,includingdozensoffamouschildpsychologists,linguists,excellentEnglishteachersandresearchersfromChina,theUnitedStatesandCanada,primaryschoolEnglishspecialgradeteachersandfront-lineexperimentalteachers[14].Whocarryoutsystematicresearchfromthebrainmechanism,cognitionandbehavior,educationinterventionandotheraspectsofChinesechildren’sEnglishtheresearchanddevelopmentof“climbingEnglishReadingSeries”hasgonethroughthreestages.Inthefirststage,expertsandscholarshavemadealong-term,in-depthandscientificresearchonChinesechildren’sEnglishreadinglearningandfurtherlearning,whichlaysasolidscientifictheoreticalfoundationforresourcedevelopmentandpromotion.Inthesecondstage,expertsandscholarshaveconductedrigorousandmeticulousfieldresearch,andlistenedtoexpertsandscholarsfromBeijing,Shanghai,GuangdongSuggestionsfromnearly20childdevelopmentpsychologists,secondlanguagelearningexpertsandcurriculumdesignexpertsinHongKongandotherregions,andfamousscholarsathomeandabroad,suchasRobertofCarnegieMellonUniversityintheUnitedStatesProfessorSiegel,ProfessorGongYadaandsoonallgaveguidanceandsuggestionsatdifferentlevels.Finally,ProfessorAudreyoftheUniversityofNorthCarolinaexaminedandapprovedallthereadingstoriestoensuretheaccuracyandauthenticityofthelanguage:thethirdstage,“ClimbingEnglishReadingSeries”hasbeenhighlyrecognizedbyschoolsandparentsthroughrealeducationexperimentsinmorethan20provincesandcities,includingBeijing,Shandong,Guangdong,Hainan,etc.Secondly“ClimbingEnglishReadingSeries”isbasedonourowninitiative.“ClimbingEnglishReadingSeries”coverstherequirementsofthenewcurriculumstandardforprimaryschoolstudentsintermsofkeyvocabulary,maingrammar,commonfunctions,etc.thetopicofthereadingmaterialsoflevel6isclosetostudents’life,vividandinteresting.Languageknowledgeandteachingvillagearebasicallysynchronized.Basedonstuden