Research Of Non-continuous Texts’ Reading Strategies In Perspective Of Deeper Learning

Non-continuous texts is a new concept, recently being concerned in China. It origins from the introduction of PISA, launched by OECD. Especially after the publish of achievement in PISA2009, the achievement of literacy in non-continuous texts of students in Shanghai is less than its in continuous texts, which lead to the reflection of researchers, policy makers and teachers about this phenomenon. In 2011, the Department of Education in China launched the new instruction criteria in Chinese, in which reading ability of non-continuous texts are included. The criteria give rise to the discussion of how to improve the ability of students’ reading in non-continuous texts among primary and secondary teachers, especially teachers teaching Chinese. But research of non-continuous texts is limited, and the focus of researcher is on the introduction and reflection of PISA, which leads to wrong understandings of non-continuous texts among teachers. Therefore, the feature and categories are explored in this study in perspective of deeper learning, furthermore, strategies of reading in non-continuous texts are investigated in perspective of deeper learning.Five parts are divided in the thesis. There are included as follows.Chapter 1, the introduction part, analyzes the reason of choosing the topic of non-continuous texts and deeper learning, tries to define "deeper learning" and "non-continuous texts", and introduces the main question, hypothesis and method of the thesis and so on.Chapter 2 presents a literature review of researchers local and abroad on deeper learning and non-continuous texts, so as to take this as the basic point and reference of the whole research.Chapter 3 mainly analyzes deeper learning from three aspects, including the development of deeper learning, the theory foundation of deeper learning and the aim of deeper learning, in order to lay theory foundation for analyzing features and reading of non-continuous texts.Chapter 4 analyzes the features and categories of non-continuous texts in perspective of deeper learning. Through analyzing, constructive, situational and distributed are the features of non-continuous texts. And the value of non-continuous texts refers to making sense of learning, higher-order thinking and construction of identity of students.Chapter 5 is the conclusion and prospect of the thesis, in which questions mentioned in the introduction part are answered, and limitations of the thesis are also put out, and the direction of further research is mentioned.