Research On The Non-continuous Text Teaching Strategy In Chinese Junior Class

Some teaching request on non-continuous text was put forward in the new curriculum standard in2011, aiming to enrich the multivariate reading experience of students and improve their reading ability to meet the needs of real life. At present, more and more teachers pay much attention to the reading of Chinese non-continuous text and try to explore some effective teaching strategies on it, to improve students’ comprehensive reading ability. However, as the research on teaching strategies is still in the process of exploration, some current ones seem not rigorous enough. Moreover, some strategies do not have specific aim, lacking the characteristics of junior Chinese reading teaching.Based on what stated above, this paper does some further study on the teaching practice in Chinese reading classes. Some non-continuous text reading teaching cases were collected with study methods, such as classroom observation and interview with teachers. With the settle and classify of those cases and the standard of the study methods on the cases, some reasonable analysis outlines was constructed. Under the guide of the outlines, the further and specific study was made on the collected cases of non-continuous of Chinese text reading teaching, to summarize and extract targeted and systematic teaching strategies on it.Totally speaking, there are four parts involved in this paper. First of all, in view of some previous literature analysis on the non-continuous text reading teaching, the research clarifies the basic concept of the study object and its own education characters and functions. The select of appropriate school as the main research subject comes next. Then, there are some classroom observation and interviews of three teachers from the collected school. Naturally, the relevant study cases are collected at the same time. Secondly, with the current situation of the collected cases, the paper does some clarification of them with the consideration of two aspects, like text language and teaching structure. Then, combined with basic concept of case study, the study framework of "case background-case description-case analysis" was proposed. It’s used to detect some different types of reading teaching strategies on non-continuous text, in which some more specific text teaching strategy was analyzed accordingly.Thirdly, the research does some deeply interviews with teachers and records their cognition, teaching requirements and emphasis of the different text teaching in detail. It is studied to get a further understanding of teacher’s teaching ideas in teaching process, such as how to select text, how to carry out the teaching organization and how to guide student to carry the text analysis. With the realization of teacher’s overall thought of text reading teaching, the research aims to think deeply and grasp the teaching strategy on non-continuous text macroscopically.Finally, based on the analysis of the collected cases, classroom observation and interviews with teachers, the research extracts some strategies on the reading teaching of non-continuous text, including teacher’strategy on text selection, organization of implementation as well as the implementation strategy on specific text teaching. To show a fully reflect of the pertinence and effectiveness of teaching strategy, the paper, combined with some related cases, displays some all-round and stereo teaching strategies on non-continuous text macroscopically and microscopically.