The Research Of Non-continuous Tests' Teaching In Primary School High Section

With the development of new digital media,discontinuous text is widely used in daily life.Being able to use and read it is a requirement of future society for every citizen.The concept of discontinuous text was first proposed by the International Student Assessment Project(PISA)in a reading literacy test.The 2011 "Compulsory Education Chinese Curriculum Standard" really brought it to the domestic language education session,and proposed that the primary and junior high school students Specific requirements.In the second half of 2019,the compulsory education Chinese textbooks compiled by the Ministry of Education were rolled out and used in all grades of elementary schools nationwide.Among them,various discontinuous texts were incorporated in response to the requirements of the curriculum standards,injecting fresh blood into such texts for language teaching.However,the discontinuous text has not been in the field of Chinese teaching for a long time,and the unified textbook has just started to be fully implemented.There are many difficulties in using this set of textbooks for discontinuous text teaching.The study of non-continuous text teaching of paragraph Chinese is of great significance.The author first defines the concepts of discontinuous text and discontinuous text teaching from the root,and sorts out the types and characteristics of such texts.Then,based on the edited version of the textbook,the discontinuous texts in the high textbooks were analyzed.First analyze the distribution of discontinuous texts from a holistic perspective;then summarize the different characteristics of the discontinuous texts in the unified edition;finally,it also proposes that the text as a reading subject has a small proportion and the text is unevenly distributed in different sections.The form is not diverse enough,and the way of presentation is not thinking enough.Subsequently,the current situation of non-continuous text teaching in high-level Chinese language is investigated,and questionnaires and interviews are used to understand the actual teaching situation.It is found that in front-line teaching,the concepts are not clear enough,the teaching resources are not valued,the teaching goals are not clear,the teaching guidance is not scientific,and the teaching thinking is not enough.Then analyzed the underlying reasons,one is affected by the transmission cycle;the other is the lack of clear requirements related to the curriculum standard;the third is the impact of test orientation;the fourth is the personal professional development lags behind.Finally,based on the findings in the textbooks and teaching areas,suggestions for non-continuous text teaching for teachers are put forward.Including teachers should improve teaching quality and establish teaching awareness.Need to identify specific reading tasks in teaching.The non-continuous text is divided into three categories: graphs,graphic combinations,and plain text to guide reading methods;students' reading ability of information extraction,analysis,and evaluation is cultivated in layers.And expand ideas to develop teaching resources in many aspects.