A Semiotic Perspective Study About Chinese Discontinuous Texts Teaching In Senior High School

Since 2009,Shanghai students to participate in PISA test,the text has been discontinuous into the people's vision.In 2011,the Ministry of Education promulgated the "Compulsory Education Language Curriculum Standards",the non-continuous text reading was included in the new curriculum of the third and fourth sections,which makes more and more primary and secondary school teachers,Is the language teachers began to focus on non-continuous text teaching.Based on this,how to improve the students' non-continuous text reading ability will lead to primary and secondary school teachers of Chinese thinking and discussion.Due to the lack of research on non-continuous texts,most researchers focus on the introduction and reflection of discontinuous texts,and have little mention of discontinuous text strategies,but not on non-continuous text The textual characteristics of the text,the joint function and the reading strategy of in-depth study,which led to a number of front-line teachers of non-continuous text produced a misreading.In view of this situation,this paper attempts to use the semiotics perspective,the use of middle school language teaching materials and the college entrance examination in the non-continuity of the text to read the problem,the continuity of the text of the non-continuous text text characteristics and types of systematic Research,and from the semiotic perspective on non-continuous text reading strategies,in order to lay the foundation for further research.The introduction of semiotics does not necessarily solve all the problems in the teaching of non-continuous text reading,but it certainly can explore a new way for non-continuous text reading teaching.In this paper,the literature research method and comparative method are used to carry out in-depth study.The research results of the researchers in this field are summarized and analyzed.The main points,problems and developmenttrend of the research are summarized.Text reading teaching and comparing with the traditional reading teaching so as to grasp the uniqueness and value of non-continuous text reading.By using the theories of Roland Barthes' semiotics and language semiotics,this paper provides a new idea for non-continuous text teaching,so as to improve the efficiency of Chinese teaching and enhance the reading level of non-continuous text.This paper will mainly elaborate from the following five parts.The first part is the introduction.This part mainly talks about the two core concepts of semiotics and non-continuous text.Through collecting,combing and analyzing the references at home and abroad,the author makes a research on the semiotics and discontinuous text at home and abroad The research status quo of the study as a basis for reference and reference.The second part mainly explains the term "non-continuous text".From the perspective of the development of non-continuous text,the related textual interpretation of non-continuous text teaching is discussed.First of all,the concept of symbols and text interpretation,on this basis,summed up the overall characteristics of non-continuous text and its type,and specific classification,so as to analyze non-continuous text text characteristics and non-continuous text Reading lay the theoretical foundation.The third part is the theoretical basis of non-continuous text teaching,that is,semiotics related theory,mainly from the semiotics of language and Roland Barthes semiotic thought.The fourth part is the joint function of semiotics in Chinese non-continuous text teaching.First of all,non-continuous text as a symbol combination,is conducive to the development of students divergent thinking.Second,non-continuous text as "marked out",is conducive to understanding the diversity of the text style.Finally,the narrative function of non-continuous text is conducive to the expression of a certain meaning of symbols.The fifth part is the key part of this thesis,that is,using the semiotics theory,the paper puts forward the corresponding implementation strategy for the discontinuous text teaching.Through the semioticinterpretation of non-continuous text,so that teachers in teaching non-continuity reached a new height.The last part is conclusion and shortcomings.That is to sum up the above research and reflection,and then put forward the the corresponding implementation strategy for the discontinuous text teaching.Through the semiotic interpretation of non-continuous text,so that teachers in teaching non-continuity reached a new height.The last part is conclusion and shortcomings.That is to sum up the above research and reflection,and then put forward the shortcomings of this paper,in order to correct.