The Analysis And Teaching Suggestion Of Non-Continuous Text Reading In College Entrance Examination

Reading is an important way for people to access information and knowledge.Reading literacy is an important foundation for the core literacy of the Chinese language discipline,and it is related to the comprehensive ability and lifelong development of each individual.The college entrance examination is one of the necessary means to assess whether students can enter higher level of study.The selection function of the college entrance examination is outstanding,which makes it a normal state to promote the teaching model.The practical characteristics of "non-continuous text" are obvious,making "non-continuous text" reading an important part of modern reading.Specific implementation of the language subject,"Ordinary high school Chinese curriculum standards(2017 version)"(hereinafter referred to as "new curriculum standard")mentioned that practical text reading should include more complex "non-continuous text." In order to improve the students' comprehensive quality,the school must pay attention to the students' "non-continuous text" teaching.The language teachers can effectively improve the students' "non-continuous text" reading ability by selecting the teaching content and supplementing the appropriate methods and strategies.With the scientific and standardized of the college entrance examination proposition,the attention of “non-continuous text” reading has been improved and become an important part of the high exam questions.In the past,only the examination of the use of language and characters has been added to the practical text reading section,and the score has been increased from the original 6 points to 18 points.Affected by the baton of the college entrance examination,most researchers focus on the exploration of the "non-continuous text" reading answering skills,and rarely study the reading test itself.The body of this study will be developed in the following four areas.The first chapter is an overview of the “non-continuous text” in high school.At present,the academic community has not reached a consensus on the concept of "non-continuous text".This paper defines "non-continuous text" as: a discontinuous,content-related chart based on the PISA test,the content of the course,and the discussion of Professor Cao Zong-qi.graphic and text material combination,with intuitive,contextual and practical features.The "non-continuous text" is not strong in discipline,and it has the characteristics of dispersion,jumping and concealment in the subject of language.The second chapter mainly discusses the quality objectives of high school Chinese“non-continuous text” reading from PISA test,“new curriculum standard” and academic tradition.From the perspective of curriculum reform and lifelong development of students,the significance of "non-continuous texts" entering high school Chinese reading teaching is explained.It is not only to comply with the requirements of the "New Curriculum Standards" and the reform of the college entrance examination,but also to develop students' language reading ability and enhance their social adaptability.The third chapter analyzes the examination of “non-continuous texts” in the college entrance examinations in the past five years(2014-2018),and analyzes the aspects of testing ability,score,question type,text presentation and material content.And summed up the characteristics of the test questions: content,focus on the analysis ofcomprehensive ability,mainly based on the use of language and text;focus on the Lide tree people,rich in material content.Formally,the test scores fluctuate greatly;the material presentation is unique;the questions are mainly multiple-choice questions and short-answer questions,which are discussed below.The fourth chapter discusses teaching inspiration.Based on the analysis of high exam questions,and in combination with the current teaching situation,the enlightenment is drawn: first,to strengthen "non-continuous text reading";second,to teach "non-continuous text" reading methods,according to different types,to carry out targeted teaching;Third,carry out the "non-continuous text" reading teaching activities,so that learning and learning can be used and learned.