Research On The Compilation And Teaching Of Non-continuous Texts In Junior Middle School

The focus on discontinuous texts stems from the two-way promotion of international understanding and local practice.From the perspective of international understanding,the International Student Assessment Project(PISA)organized by the Organization for Economic Cooperation and Development(OECD)introduced the concept of"discontinuous text" for the first time in the 2000 reading literacy assessment,and later became the study of reading ability in various countries.Get excited.From local practice,the "Compulsory Education Curriculum Standard(2011 Edition)" introduced the concept of "discontinuous text",and in the third and fourth semesters,students were required to read simple and complex discontinuous texts.It is against this background that textbooks began to compile discontinuous texts,and teaching practice is exploring the path of teaching implementation of discontinuous texts.However,there are few studies on the compilation of discontinuous texts in unified textbooks and discontinuities in frontline teaching To make an in-depth academic observation of the current status of text teaching,in view of this,the author has carried out research on the compilation and teaching of discontinuous texts in the textbooks of junior middle schools.By integrating the study of discontinuous texts in textbooks,the junior middle schools have been explicitly compiled.The compilation style of this text in Chinese textbooks surveys and interviews of teachers'teaching situation and students' learning situation to explore the existing problems,so as to put forward suggestions for the improvement of discontinuous text teaching with strong operability,and optimize the discontinuity of teaching practice system.This article is composed of three parts:introduction,text and conclusion.In the introduction part,the author uses the literature research method to focus on the origin of the research,research issues and significance,and summarizes the research methods and research areas.The main text consists of three parts:Chapter 1,the research on the concept of discontinuous text compilation in the mini-junior high school Chinese textbooks through the literature research method;It summarizes and explores the significance of the preparation of the discontinued texts in junior high school compiled by the Ministry of Education;Chapter 2 quantifies and analyzes the current teaching situation of teachers and students through questionnaire surveys,interview survey methods and data analysis methods;Chapter 3 uses case analysis Method,thinking rationally about the teaching strategies of the non-continuous Chinese texts in the junior high school,and actively seeking a solution to the teaching dilemma.Through non-continuous text compilation and teaching research in junior middle school Chinese textbooks,combined with rational thinking,finally proposed strategies for optimizing teaching:first,we should reform the teaching concept and strengthen the emphasis on teaching;second,we should expand the teaching horizon and actively explore Discontinuous text resources;Finally,we must attach importance to teaching methods and cultivate students' reading and application skills.Through this study,on the one hand,we can enrich the teaching theories of discontinuous texts and inspire writing practices;on the other hand,through practical reflection,we can change teaching concepts and propose concrete and feasible operations,which can stimulate teachers 'educational wisdom and promote teachers' Professional development and life-long development have the ability to comprehensively improve students' core language literacy through teaching implementation.