Research On The Cultivation Of Reading Ability Of Chinese Discontinuous Text In Junior Middle School

Discontinuous text is widely used in people's lives because of its advantages of concise and intuitive presentation of information and closeness to life.Since the "Compulsory Education Chinese Curriculum Standards"(2011 edition)put forward teaching requirements for discontinuous text reading,this concept has gradually entered the public's field of vision,and has also opened the way for many educators to explore discontinuous text reading.But after all,the research on "discontinuous text" is still in the exploratory stage and needs a clear understanding of actual teaching.In view of this,the thesis investigates the status quo of discontinuous text reading ability training in junior middle school Chinese.The thesis is divided into four parts.The introduction part first describes the origin of the research from the three aspects of the reflection brought by the PISA test results,the relevant requirements of the new curriculum standard,and the trend of the development of the times.Then,it outlines the research objects of the thesis,and then combs the relevant research results of the analysis academic community 1.Summarize the significance of the research,and finally explain the research method adopted by the subject.The first chapter clarifies the necessity of training the discontinuous text reading ability of junior middle school Chinese.First,on the basis of previous research,combined with its own observation and thinking to define the core concept of "discontinuous text";then,the analysis found three main abilities of junior middle school Chinese discontinuous text reading: information extraction Ability,comprehensive interpretation ability,reflection and evaluation ability,but these three ability requirements are not equal,but presented in a ladder;finally,the three main meanings of junior middle school Chinese discontinuous text reading ability training are summarized: one is To enhance students' ability to learn and apply,the second is to enhance the students' ability to adapt to society in the future,and the third is to complement the cultivation of continuous text reading ability and jointly improve the students' language literacy.The second chapter investigates the status quo of discontinuous text reading ability training of junior middle school Chinese.Interview,test,and classroom observation methods are used to investigate and understand the current status of teachers and students' recognition of discontinuous texts,students' ability to read discontinuous texts,and the status of teachers' discontinuous text teaching.The purpose of the survey is to have a more comprehensive understanding of the status quo of discontinuous text reading ability training in junior middle school.Through the analysis of the survey results,it is found that there are three main problems: teachers and students do not have a clear understanding of this concept,teachers have a weak sense of resource utilization,and teachers 'teaching strategies are too general.The third chapter proposes corresponding teaching strategies for the problems that arise in the development of discontinuous text reading ability in junior middle school.First of all,in terms of updating teaching concepts,teachers should solidify their theoretical qualities,clarify teaching goals,and improve evaluation methods.Second,in the rational use of teaching resources,teachers should not only fully use the teaching materials,but also tap the resources in social life.The two texts are ingeniously transformed;finally,teachers can classify and read guidance according to the three main types of discontinuous texts,that is,graphic text,table text,and multiple material combinations.In addition,many non-continuous texts in combination of materials have a large amount of information,a variety of presentation forms,and students with the highest fear of difficulty.They also need teachers' attention.II and provide targeted guidance methods and consolidation exercises.The conclusion part is the summary and reflection on the full text.Non-continuous texts can not only assist teachers in teaching continuous text reading,but also play an important role in students' current life and future life.