Reflections and Recommendations on Leveled Reading of Biographical Literature for Primary School Students

传记文学作为小学生必读的一种文学体裁，非常有必要进行分级阅读。传记文学的分级需立足儿童认知发展规律，构建语言、主题、价值观三重筛选维度，实现文本难度与读者能力的精准匹配。遵循儿童认知发展规律，不同年级的学生要进行分级阅读指导，同时建构评价体系。传记文学分级阅读体系的构建，需要突破传统阅读教育的惯性思维，从教学模式、家校协同机制、出版转型、评价等方面都进行创新。As an essential literary genre for compulsory reading among primary school students, biographical literature necessitates the establishment of a graded reading system. The categorization of biographical texts must be rooted in children’s cognitive developmental patterns, establishing a tripartite screening framework encompassing linguistic complexity, thematic depth, and value orientation to achieve precise alignment between text complexity and reading proficiency. Guided by developmental psychology principles, differentiated reading guidance should be implemented across grade levels, accompanied by the construction of multi-dimensional assessment mechanisms. The development of a biographical literature grading system requires breaking away from conventional pedagogical paradigms, driving innovations in teaching methodologies, home-school collaboration frameworks, publishing industry transformations, and competency-based evaluation standards.