Research On The Development Of Reading Comprehension Ability In Senior Middle School

Argumentative text refers to a type of article that uses interpretation,argumentation,argumentation,etc.as the main method of expression,to clarify the author's point of view to a certain problem or phenomenon,to show the author's attitude and to convince people.This type of article has the basic characteristics of problem-oriented,argumentation logic and rationality of goal theory.Such texts and their textual features and language features are conducive to the development of high school students' language ability and language ability.Reading ability is also a Chinese ability.The enhancement of reading ability is conducive to achieving the goal of Chinese teaching.However,according to research,it is found that high school students' reading ability of discourse text is not ideal.According to the analysis of teaching research literature of 845 essay-related articles(a total of 18)surveyed on China HowNet and the teaching practice of high school,there are also problems in the teaching of essay text reading in high school.The main reason for this problem lies in There is a serious disconnect between linguistic theory and Chinese teaching.Therefore,this article attempts to take 18 discourse texts as the research object,aiming at the problems in discourse text reading teaching,combining linguistic theory with Chinese teaching,and reading teaching to provide new solutions to the problems in teaching Ideas.Specifically,under the care of linguistic and pedagogical theories such as "cognitive development stage" and "modern psychology theory",starting from the textual characteristics and linguistic characteristics of the discourse,following the stages of cognitive development,the physical and mental development of high school students Rule,construct the structure of discourse reading ability,which is essentially different from general reading ability,reading problem solving ability,and other text reading ability.And put forward corresponding suggestions for the development of reading ability of discoursetext,which will contribute to the research on the cultivation of reading ability of discourse text in high school.The introduction mainly elaborates the actual situation and existing problems of the research on the cultivation of reading ability of texts in senior high schools,as well as the research objectives and research methods adopted in this article.The first chapter mainly explains the connotation of discourse texts,adopts the survey statistical method,and uses tables to show the extended distribution of discourse texts in Chinese textbooks.It also analyzes the importance of discourse in language life,starting from the text stylistic theory and combining discourse styles with different stylistic features to summarize its unique linguistic features.The second chapter mainly elaborates the position of text-like reading teaching in high school Chinese courses.Discussing text reading teaching is not only the main means of cultivating high school students' discourse text reading ability in high school stage,but also an important part of achieving high school Chinese course goals.In addition,the effectiveness of discourse text reading teaching also directly affects the performance of high school students in the evaluation of exams.The third chapter mainly summarizes the problems in high school discourse text reading teaching based on survey statistics: first-line teachers do not have a clear understanding of the structure of high school discourse text reading ability,there is a deviation in the value design of discourse text reading teaching design,and the teaching content deviates Reading teaching requirements,teaching methods are outdated and single means.In the fourth chapter,under the care of the theory of "cognitive development stage",combined with the characteristics of physical and mental development of high school students and the stylistic and linguistic characteristics of discourse texts,the structure of reading ability of discourse texts is proposed: rapid and accurate understanding of discourse concepts,The ability to advocate,the logical thinking ability to the argument and reasoning process in the discourse,the critical thinking ability to the viewpoint and attitude in the discourse,and the ability to transfer and apply the viewpoint and method in the discourse.The fifth chapter mainly puts forward some suggestions on the training path of discourse text reading skills: using the unique language features of the discourse text for teaching design,guiding the student life to use reading methods to quickly and accuratelyunderstand the propositions in the discourse text,and guiding students to use the mind map to "read" The text enhances logical thinking ability,carries out activities such as argumentation and speech to improve critical thinking ability,and uses technical means to create situations to guide extracurricular reading to enhance transfer ability.