| "Non-continuous text" originated from Program for International Student Assessment,which is a form of text used to test students' reading ability.With the introduction of the word "non-continuous text" in the Chinese curriculum standard for compulsory education(2011 edition),Chinese education circles in China have been formally introduced.It can be seen that under the influence of international reading tests,China has begun to pay attention to the study of discontinuous texts.Based on practice and domestic and foreign research,this paper conducts an investigation into the teaching status of discontinuous text reading in the high section of T primary school in hangzhou.From the three dimensions of teaching materials,students and teachers,the following conclusions are drawn: the number of discontinuous texts in teaching materials is small and the types are single;Students' reading accumulation of such texts is less and their ability is insufficient,and their performance in information extraction,integration and evaluation is unsatisfactory.Teachers lack of teaching awareness,inaccurate reading target positioning,lack of strategic guidance for students' non-continuous reading,lack of active exploration of non-continuous text reading resources in textbook life,and lack of professional training and guidance for non-continuous text reading teaching.Based on the investigation,Suggestions for improvement are put forward on the discontinuity of text reading teaching strategy,including the discontinuity of text reading,in the teaching material and life looking for materials,creating and text reading materials for students,for students reading methods and establishing the guidance of the discontinuity of the specialized text from four aspects,such as reading evaluation system combined with real teaching cases,in order to promote the all-round development of students' reading literacy,and improve the teaching efficiency of discontinuity on Chinese text reading. |
PDF Full Text Request