The Teaching Circumstances And The Teaching Methods Of Reading Non-Continuous Texts Of Chinese In Middle School

Since the introduction of the term "non-continuous text" in the 2011 edition of the Curriculum Standard,it has aroused widespread concern in the field of Chinese education in middle schools.The last three times PISA reading tests have exposed the inadequacy of Chinese middle school students' non-continuous text reading literacy and the insufficiency of middle school Chinese non-continuous text reading teaching.In the modern reading environment,non-continuous text reading literacy is indispensable to students,so it is particularly important to improve the teaching of non-continuous text reading.In addition to the introduction and conclusion,the thesis consists of three parts.The first chapter mainly elaborates the present circumstances of the middle school non-continuous text reading teaching.This chapter is divided into three parts.First,middle school students' reading literacy of non-continuous text reading is insufficient,their overall literacy is not optimistic in international comparison,and their ability to extract information and use information to solve problems is particularly weak.Second,the lack of Chinese reading teaching in middle school is mainly reflected in the following three aspects,the subordination of non-continuous text in Chinese teaching materials,the common misunderstanding in the classroom teaching of non-continuous text reading,and the disordered state of non-continuous text reading evaluation.The third is the attribution analysis of the current situation of teaching and learning non-continuous text reading,which is mainly manifested in the fuzzy concept of teaching,the neglect of the subject tool,the restraint of students' personalized reading and the students' reading inertia.The second chapter discusses the teaching strategy of non-continuous text reading in middle school Chinese.Teachers on the basis of grasping the learning,in full and elastic classroom preset,flexible handle classroom dynamically generated scientifically,encouraging students to actively participate in and multiple expression,depth dialogue with the student,capture the production material,the accumulation of teaching experience,to build open and discontinuity of the dynamic text reading teaching classroom.At the same time,a regular non-continuous text reading evaluation system is established to assist reading teaching and promote the improvement of students' reading literacy.The third chapter analyses The proposition direction and test-taking strategy of non-continuous text reading in middle school entrance examination.The proposition intention of non-continuous text reading in high school entrance examination tends to comprehensive examination of various abilities.According to the direction of proposition,it provides students with the guidance of test-taking strategies such as information extraction,information analysis and integration,information processing and application,information reflection and evaluation,and language expression.