A Study On The Cultivation Of Contemporary Literary Reading Inference Ability Of Junior High School Students

Reading inference ability refers to the ability to link text information in reading and combine relevant background knowledge to make a reasonable prediction of information that is not clearly expressed in text.At present,reading research has gradually broken through the limitation of the subject field,and is moving towards the construction and application of meaning in the real situation.Capable readers can think positively before reading,reading and after reading,and integrate various advanced reading skills to deepen text understanding.Reading ability has become the core of all learning abilities.In many reading abilities,inference ability is an important reading ability,and it is also difficult for students to master.It occupies the core position in reading abilities.This study takes junior middle school students' inference ability in contemporary reading as the object,explores the inference status and influencing factors of junior high school students in contemporary reading,and puts forward feasible classroom teaching design and evaluation design for junior middle school students' inference ability training.The full text is divided into five chapters:Chapter 1: introduction.This chapter is discussed from five aspects: the proposal of the problem,the literature review,the research question and the thought,the research method,the innovation and the significance of the research.Chapter 2:The basic theory of the inference ability of contemporary reading.Firstly,the concept of "contemporary literature ","inference" and "inference ability" in reading are explained.Secondly,the types of reading inference are explained from the perspective of theoretical research and practical teaching.Eventually,the cognitive process of reading inference is discussed in detail.Chapter 3: The current situation of junior middle school students' inference ability in contemporary reading.This part firstly analyzes the status quo of contemporary literary reading in junior high school students inference ability: they are not good at contacting the meaning of the important words and expressions in the text context,and not good at combining the background knowledge,inference the characters' psychology,emotion,character,etc.,and not good at forming certain thinking,inference text purpose,author's emotional attitude,writing intention and so on.Chapter 4: The teaching design of junior middle school students' contemporary text reading inference ability training.This part is the focus of this study.First of all,it explains the teaching goal of inference ability training with inference strategy as teaching content: to cultivate students' awareness of active selection and application of inference strategies,to change “teaching contents” into “teaching strategies”,to clarify inference strategies in goals,and to refine inference strategies into concrete operational and evaluable teaching objectives.Secondly,this paper sorts out the teaching content of junior middle school students' contemporary reading comprehension from three levels: strategies to enhance inference awareness,strategies to activate inference knowledge,and strategies for organizing inference process.Finally,it designs the course type of the training of the inferential ability of the junior middle school students,including the game activity class,the strategy instruction course and the migration exercise class.Chapter 5: The evaluation and design of the inferential ability of contemporary text reading in junior middle school students.This part integrates the various evaluation methods such as reading inference ability test,reading activity evaluation,questionnaire and inference work sheet assessment,and designs the evaluation way of junior middle school students' contemporary reading comprehension ability.