Study On The Chinese Fragmentation Reading Of Senior High Students

With the development of society,fragmented reading has gradually become a popular way of reading.With the help of the Internet and electronic software,the intermittent reading has been welcomed by many people with its convenience,intelligence and personalization.Especially for the growing high school students,fragmented reading has obvious advantages and disadvantages.We should play a positive role in fragmented reading Let fragmented reading help students grow better.Although fragmented reading is a way of reading for students in their leisure time,it will have a certain impact on students' reading in school.In order to help students understand the essence of fragmented reading,and teach students to adapt to the use of modern technology for reading and data collection,improve the quality of reading,and build an effective reading system,the author takes Chinese fragmented reading of senior high school students as the starting point,to investigate and study the situation of fragmented reading of senior high school students.This study uses literature research and questionnaire survey to research the fragmentation of senior high school students The actual situation of film reading is collected and sorted out.On the basis of in-depth analysis of the results of the questionnaire,this paper summarizes the problems in fragmented reading and analyzes the causes.In addition,by drawing on the relevant academic achievements at home and abroad,this paper puts forward some improvement strategies for the fragmented reading of senior high school students.I hope that it can provide valuable theoretical reference for teachers' teaching and contribute to the systematization and scientization of fragmented reading.The main body of this study consists of three chaptersThe first chapter mainly discusses the connotation,characteristics and theoretical basis of fragmented reading.Firstly,it summarizes the concept of fragmented reading,then lists the diversification and intelligence of reading media,the fragmentation and jumping of reading content,the brevity and discontinuity of reading time,the randomness and openness of reading environment,the interaction and personalization of reading process;finally,it writes the ubiquitous learning theory and Metacognitive Reading Theory of fragmented reading,the theoretical basis of constructivism learning theory.The second chapter is a survey of the current situation of high school students'fragmented reading,problems and attribution analysis.Mainly from the high school students'fragmented reading attitude,high school students' fragmented reading content,high school students' fragmented reading habits,high school students' fragmented reading effect four aspects of the survey,through the analysis of the questionnaire results,we found that there are the following problems in high school students' fragmented reading:fragmented reading awareness is weak,fragmented reading content is simple,fragmented reading habit is bad Fragmented reading has little effect.The main reasons for the problems are the insufficient propaganda of fragmented reading,the bad network environment,the utilitarian nature of students' reading,the poor ability of information discrimination,the lack of self-control of students,the lack of guidance of reading methods,the lack of students' ability to transfer and use,and the lack of accumulation and integration.The third chapter is the improvement strategy of fragmented reading for senior high school students.It mainly includes purification of network environment,improvement of article quality,establishment of correct concept of fragmentary reading,establishment of reading objectives,improvement of students' information discrimination ability,combination of traditional reading and fragmentary reading,exertion of teachers' guiding role in students'fragmentary reading,strengthening self-management,self-control,migration awareness,application ability,accumulation and establishment Material library.On the basis of the previous theoretical research and practical results,based on the current situation of high school students' fragmented reading,this paper traces back to the existing problems,explores more practical and effective fragmented reading strategies,provides effective guidance for high school students' fragmented reading,and also provides some suggestions for Chinese teachers to combine in class reading and fragmented reading,with a view to providing some suggestions The quality and level of fragmented reading of senior high school students.