Teaching Junior High School Geography Discontinuity Text Read

The map is an important content of geography teaching tools and junior highschool geography learning is referred to as a “second language of geography”. Itand other non-continuous text together form an important carrier of learninggeography. This paper discusses the application of non-continuous text read injunior high school geography teaching. First of all, to clarify the background of thedevelopment of non-continuous text reading teaching course reform and academic testin the junior middle school geography teaching. Definition of non-continuous textreading: Non continuous text, also known as “intermittent text”, it is not constitutedby logic or sense of language, a tight paragraph structure level. It is the basic datatables, charts and graphs, diagrams text, certificate single, brochures, ads, maps, lists,schedules, directories, indexes, and so on;, and geography teaching non-continuoustext classification: according to the present form, can be divided into maps, landscapeplans, diagrams, charts, data tables, not only constitute the organic part of thegeography teaching material, more become the important tool of geography teaching;The purpose of the classification is to clear geographical discontinuity text type andfunction characteristics, work better for teachers, students, used for the teachingservice.Secondly, through questionnaires, classroom observation research methods tounderstand junior high student interpret blueprints awareness of geography learningthe discontinuity text reading habits, reading methods and levels of ability condition;through the questionnaire, classroom observation and other methods, understand thejunior middle school students interest in the map, consciousness, the non-continuoustext reading habits, reading methods and levels of ability condition; throughclassroom observation, analysis of teachers classroom teaching cases, students mapskills, as well as non-continuous text reading teachers in the teaching of geography inliteracy training and other aspects of the status quo.Furthermore, the analysis of the main problems; education, psychology and othermajor theory-based, and this paper discusses the junior middle school non-continuous text reading teaching strategies: focus on content mining the resources ofnon-continuous text deepened; with the problem guided, non-continuous textinformation read through; emphasis on a combination of reading, so that thenon-continuous text elements associated; attention bracket teaching; use of operatingexperience.Finally, the combination of lesson analysis. In order to enhance the actualteaching of geography teachers guiding students non-continuity text reading abilityand reading literacy of students, junior high school geography teaching effectiveness,and promote the overall quality of students expand, provide demonstration andteaching reference.