A Study On The Training And Evaluation Of Non - Continuous Text Reading In Chinese

The PISA of 2009, an international reading literacy assessment project, for the first time put forward the concept of non-continuous text. Shanghai middle school students has made gratifying achievements in the tests of the year, but the continuity between the continuous text and non-continuous text reading test scores is large.This make the educators begin to attach importance to cultivating students’ ability of text reading. From the making and promulgating of "The Chinese Course Criterion of Full-time Compulsory Education(2011)", more and more teacher began to explore and practice the non-continuous text reading teaching, thus promotes the writing of this article, as well as provides the necessary support and confidence, the excellent lesson example for reference research work of this paper.Using literature analysis, case analysis and other methods to find the existing problems in the non-continuous text reading teaching and the process of using, combined with the related teaching case, this paper mainly proposed the optimization Suggestions of non-continuous text reading and training, and build the qualitative evaluation scheme of non-continuous text reading on the basis of analysis of Academic examination evaluation system.Firstly, combined with the nature of Chinese,this paper defined the concept of non-continuous text, and then classify the non-continuous text from the three aspects:form, reading situation and research direction. This part also explore the value of non-continuous text reading for Chinese teaching. But the position and value of the non-continuous text in Chinese teaching has not been due attention. The problems mainly displays in three aspects:text reading resources shortage, type a single, lack of data class diagram text in the language teaching material; Primary and secondary school language teachers, especially middle school teachers’ lack of teaching consciousness of the non-continuous text and Students’ ability of reading text discontinuity is low; the academic assessment of Chinese non-continuous text reading stress on the quantitative analysis more than the the test class evaluation.Aiming at these problems, the author put forward optimization Suggestions from two aspects of training strategies and training ways discontinuity of text reading motto, combined with relevant teaching cases. Reading training ways mainly includes integration learning and training: from the life to the life; multidisciplinary integration; class inside and outside combination. Reading training strategy mainly includes combine the pictuers and words, topic teaching, activity courses.Finally, based on the criticism of the academic assessment of the non-continuous text, the author try to bulid qualitative evaluation program. Analyz non-continuous text in the "The university entrance exam" and "The high school entrance exam "test paper to summarize the features in text selection, proposition of non-continuous text and the check points of examines; to find the problems existing in the evaluation of non-continuous text reading. On this basis,the author build the qualitative evaluation scheme of the non-continuous text academic achievement, and independently design two qualitative academic achievement evaluation scheme of Chinese non-continuous text reading, as the design of single Chinese reading academic achievement evaluation scheme of non-continuous text reading and the theme evaluation scheme of non-continuous text reading.