Teaching Research On Non - Continuous Text Reading In Junior Middle School

Today, the Internet technology has been rapidly developing, and the information has been greatly inflating. The non-continuous text have been commonly used form to transmit information because it is simple and intuitive, convenient and practical. For the new era of citizen, the ability to quickly obtain useful information from the text has become an important measure of the reading literacy level standard. "Compulsory language curriculum standards (2011 version)", which was issued by the Ministry of Education in December 2011, included the non-continuous text to the scope of language teaching course. Since then, the journey of non-continuous text reading teaching has been opened. This means the language curriculum is adapting to the times, keeping up with the trend of international education. The stage of junior high school is a critical period of compulsory education. And the junior high school students’ reading literacy is in respect of nationals’reading literacy. However, the non-continuous text reading teaching in junior high school is still in its infancy. There are some problems such as a weak sense of teaching, the lack of teaching system, and the lack of teaching resources.Based on this, this study selects junior non-continuous text reading teaching as a key study. During the study, questionnaires, and interviews are used to collect the information about junior non-continuous text reading teaching. After analyze the data and summarize the record, we grasp the students’ and teachers ’attitudes to the non-continuous text,and think about the advantages and obstacles to carry out the non-continuous text reading teaching. In addition, we sort out and analyze related books, journals and papers from domestic and foreign, absorb advanced educational philosophy, draw nutrients from excellent teaching cases. Everything we do is in order to offer advice and suggestions to carry out junior non-continuous text reading teaching more successfully.This study does a systematic investigation on junior non-continuous text reading teaching, including the characteristics, the significance, teaching objectives, teaching content, teaching implementation and teaching evaluation. The first chapter describes the characteristics and the significance, which aims to justify the non-continuous text reading teaching. In the second chapter, intending to making the teaching objectives more specific, we build junior non-continuous text reading teaching target system with "Rule of Thirds"--sub-grade, sub-module and stratified. The third chapter discusses the development and use of non-continuous text teaching resources to cope with the shortage of teaching resources. The fourth chapter discusses the implementation of non-continuous text reading teaching strategies, to provide operational advice to the first-line teaching. And the fifth chapter describes the principles and methods of evaluation of non-continuous text reading teaching, which make up the previous studies on the teaching evaluation.The innovation of this study is to emphasize the ability of application throughout the study. The target system combines the reading migration, and regard the ability of application as the highest ability in the longitudinal direction of ability level. When organize the teaching content, we highlight the use of non-continuous text in reading teaching, writing teaching and oral communication teaching. In the teaching process, we intentionally make " expand migration" as a separate segment, in which we indicate the migration by text knowledge, text form and reading processes. In addition, we strongly advocate process evaluation in teaching evaluation, such as observation, portfolios, by which we can test the ability of application of students.