Reading plays an extremely important role in the growth of teenagers. The China Education follow-up survey (CEPs), hosted by the China Survey and data center of Renmin University of China, comprehensively reveals the role of reading in promoting students' academic achievement, intellectual development, physical and mental health and personality development through a long-term follow-up survey of more than 40000 students in 312 primary and secondary schools in 22 provinces, cities and autonomous regions. The introduction and full implementation of the "double reduction" policy in 2021 has effectively reduced the homework burden and extracurricular training burden of students, giving students more time for free reading. How can schools, families and society work together to cultivate students to form good reading habits? The China Education tracking survey (CEPs) project conducted a survey on the reading situation of primary and secondary school students across the country. There is a strong correlation between students' extracurricular reading and academic performance. More than 50% of primary and middle school students like reading The data show that there is a strong correlation between students' extracurricular reading and academic performance. The average daily extracurricular reading time of students with poor academic performance is 28 minutes, 37 minutes for students with poor academic performance, 43 minutes for students with average academic performance, 47 minutes for students with good academic performance, and 60 minutes for students with very good academic performance. On the premise of controlling other influencing factors, for each additional hour of extracurricular reading time per week, students' academic performance will advance by an average of 2.3% in the ranking of the class. At the same time, extracurricular reading has a significant positive effect on the development of students' cognitive ability. For each additional hour of weekly extracurricular reading time, the language dimension score of cognitive ability advances by an average of 2.1%, the graphic space dimension score advances by an average of 1.4%, and the quantity calculation dimension advances by an average of 1.2%. In terms of mental health, the incidence of moderate and above depression decreased by 11% every 1 hour of extra-curricular reading time; In terms of physical health, the probability of students' self-rated health level as healthy or very healthy increases by 0.27 times for each additional hour of extracurricular reading time in the week. The results of data analysis also show that the top 25% of students with extracurricular reading time (11 hours or more a week) have obvious differences in personality characteristics compared with other students, which are manifested in strong emotional stability, less negative emotions, rigorous behavior and compliance, compassion and humanistic care, openness to new things and new ideas, and extroversion. The survey data show that from the first grade of primary school to the third grade of high school, students' extracurricular reading time presents an M-shaped fluctuation trend related to entering a higher school. The average daily extracurricular reading time of primary school students in grade one is 41 minutes, 43 minutes in grade two, 45 minutes in grade three and 50 minutes in grade four. Then it began to decline, 49 minutes in Grade 5 and 44 minutes in Grade 6. In the whole junior middle school stage, students' extracurricular reading time obviously showed a continuous upward trend, and did not decline because of the approaching entrance. The average daily extracurricular reading time of Grade 7 students is 45 minutes, Grade 8 is 52 minutes and grade 9 is 54 minutes. The extracurricular reading time of students in senior high school obviously shows a continuous downward trend, 47 minutes in senior high school grade 1, 46 minutes in senior high school grade 2, and 38 minutes in senior high school grade 3. The data show that the proportion of primary and secondary school students who like reading exceeds 50%, and the annual per capita reads 15 extracurricular books. In terms of reading hobbies, only 1.6% of students said they didn't like it very much, 9.8% said they didn't like it very much, 36.2% said they couldn't tell whether they liked it or not, 36.3% said they liked it better and 16.1% said they liked it very much. In terms of interest in reading, there are obvious differences between male and female students. The total number of boys who like reading is 47.3%, while that of girls is 58.3%, 11 percentage points higher than that of boys. In the past year, primary and secondary school students have read 15 books (including e-books) other than textbooks and teaching aids, with a median of 9. At the same time, 4.9% of primary and secondary school students have not read any books other than textbooks and teaching aids in the past year. The average annual reading volume of boys is 14 and that of girls is 16. In terms of urban-rural differences, the average daily extracurricular reading time of rural students is 51 minutes, and that of urban students is 45 minutes. Urban students read 16 extra-curricular books every year, while rural students only read 11, 5 less than urban students. Although rural students spend more time on extracurricular reading on average than urban students, they read less extracurricular books than urban students. Different from the M-shaped fluctuation of students' extracurricular reading time from grade 1 to grade 3, the number of students' extracurricular reading books continues to decline from grade 1 to grade 3. The number of extracurricular books read by students in grade one per capita is the largest, with 21, 17 in grade two, 16 from grade three to grade five, 10 in grade six, 13 in grade seven, and 12 in grades eight and nine. After entering high school, the number of students' extracurricular reading has dropped to less than 10, 8 for senior one and senior two, and 7 for senior three. The most extracurricular reading of primary and secondary school students is popular science books. After the "double reduction", nearly 70% of the school's after-school services include extracurricular reading In the content of extracurricular reading, primary and secondary school students read the most popular science books, and 76.1% of primary and secondary school students have read such books in the past year; The second is history books, which 67.3% of students have read; The third is poetry, painting, literature and art, which 63.9% of the students have read; Followed by 58.6% of novels, 58.1% of Humanities and Social Sciences, 51.6% of life, 49.3% of psychological motivation and 27.1% of politics and military. 53.5% of the primary and middle school students have read Chinese contemporary literary works. The top three favorite Chinese contemporary literary works are Lu Xun's Camel Xiangzi, liucixin's three body, and caowenxuan's grass house. 47.8% of primary and secondary school students have read famous foreign literary works. The top three of their favorite foreign literary works are J.K. Rowling's Harry Potter, Andersen's fairy tales and Ostrovsky's how steel is made. In the reading of the four famous works, the reading rate of journey to the west is 35.9% among primary school students, 76.2% among junior middle school students and 88.2% among senior high school students; The reading rate of the romance of the Three Kingdoms is 53.5% among primary school students, 69.1% among junior middle school students and 72.5% among senior high school students; The reading rate of outlaws of the marsh is 24.3% among primary school students, 66.5% among junior middle school students and 69.1% among senior high school students; The reading rate of a dream of Red Mansions is 22.9% among primary school students, 64.2% among junior middle school students and 76.7% among senior high school students. How do primary and middle school students choose extracurricular books? According to the data, 49.8% came from the requirements or recommendations of teachers, 19.5% from the requirements or recommendations of parents, 15.6% from the recommendations of classmates or friends, and 3.5% from the introduction of Internet, television, newspapers, magazines and other media. At the same time, 12.1% studied what they met. It can be seen that school, family and social forces play an important role in the cultivation of students' reading habits. According to the survey data, nearly 40% of parents believe that the implementation of "double reduction" has increased the time of students' extracurricular reading, and nearly 70% of schools have extracurricular reading in their after-school services. Since the implementation of the "double reduction" policy, students' extracurricular reading time has increased a lot, accounting for 8.2% and 29.7%, accounting for 37.9% in total. In the after-school services provided by schools in the spring semester of 2022, 68.2% of schools have extracurricular reading content. The extracurricular reading after-school services provided by the school comprehensively adopt a variety of different classroom forms: 83.4% of the teachers recommend arranging reading books; 71.3% of the students read freely without the intervention of teachers; Students form reading groups, and 55.6% of them read and discuss; There are 25.5% reading institutions such as children's palace and public welfare library. Parents support 95% of primary and secondary school students' extracurricular reading. The formation of students' reading interests and habits needs the joint efforts of school, family and society 59.3% of parents expressed great support for students' extracurricular reading and 35.7% more support, with a total of 95%. Only 4.3% of parents said they didn't care about their children's extracurricular reading, and 0.7% said they didn't support it. However, the influence of family on the cultivation of children's reading habits is not only in attitude support, but also in specific investment and many interactive behaviors in parent-child reading. The survey results show that in the past year, 12.2% of parents have invited tutors for their children, or participated in extracurricular reading training classes or clubs through online and offline forms. 28.3% of parents often read with their children, 54.2% of parents occasionally read with their children after class, but 17.5% of parents never read with their children. 90.2% of parents will take the initiative to buy extracurricular books for their children, 88.7% will recommend good extracurricular books for their children, and 45.2% will interfere with their children's extracurricular reading. Conversely, 71.8% of the children would recommend the extracurricular books they had read to their parents, and 65.1% of the children would take the initiative to discuss the contents of the extracurricular books they had read with their parents. The results of data analysis show that these good parent-child reading interactions have a significant positive effect on the formation of students' reading interest. The full implementation of the "double reduction" policy will further return education to its essence and pursue the all-round and comprehensive development of students. Reading plays a very positive role in promoting the realization of this goal, and the "double reduction" also creates good conditions for promoting students' extracurricular reading. The formation of students' reading interests and habits requires the joint force of school, family and society. In addition to schools and families, the role of social forces in this regard also needs to be further strengthened. The survey shows that in the past year, only 40.9% of primary and secondary school students have borrowed books from various libraries, 23.4% of primary and secondary school students said that there is no library for borrowing, and 35.7% of primary and secondary school students said that although there is a library, they have not borrowed books. It can be seen that only when all parties work together to create a good reading environment for the majority of teenagers in school, family and society, and cultivate reading interests and habits from childhood, can we give full play to the enthusiasm and important role of reading in the development of teenagers. (outlook new era)