Based On The High-level PEP Textbook Elementary School English "discontinuous Text" Reading Teaching Strategy Research

The concept of "discontinuous text" was launched in 2000 by PISA(Program for International Student Assessment)in the world and entered the public eye.As the Compulsory Education Chinese Curriculum Standards(2011 Edition)puts forward requirements for reading "discontinuous text",research on "discontinuous text" in Chinese is in full swing.The "discontinuous text" also has many manifestations in other disciplines,especially the English subject that is the same as the language subject.In fact,"discontinuous text" occupies a considerable proportion in English teaching materials.However,at present,the research on the "discontinuous text" of English subject only stays in sporadic journal literature,and there has not been a systematic research on it and a survey on the teaching situation of teachers and students.The article takes the reading content of the high-level PEP textbook as an example.First of all,establish a "discontinuous text" reading teaching model by integrating many teaching cases,including the teaching principles,teaching links and students' learning operation procedures of "discontinuous text" reading in English.Then,the text analysis method is used to analyze the distribution of "discontinuous text" in the textbook.The results are as follows: first,"discontinuous text" accounts for a large proportion of the PEP textbooks in the upper elementary school;second,"discontinuous text" are not rich enough,especially in the sixth grade;the third is that the materials of "discontinuous texts" stay at a shallow level.Then,a questionnaire survey was used to investigate 335 students in 4 schools mainly in Chongqing that used the textbook,and 11 first-line teachers were interviewed by interview to understand the status of student learning and teacher teaching.The results were as follows: students ignore the concept of“ discontinuous text ”;students have positive attitude towards reading of “discontinuous text”;students 'motives for reading of “ discontinuous text ” were more sensible;the reading guidance of “discontinuous text” is not optimistic;students have great potential for the ability level of "discontinuous text";students are satisfied with the number of "discontinuous text" in textbooks;students tend to choose teacher guidance training rather than self-study.Teachers ' cognition of "discontinuous texts" is vague;teachers generally affirm the importance of "discontinuous texts";teachers believe that students' application abilities are obviously different;teachers pay less attentionto "discontinuous texts" and teaching applications less;teachers advocate combining real language materials and other methods to improve students' reading level of "discontinuous text".Second,analyze the reasons for the status.The four reasons are summarized as follows: teachers have insufficient exploration of the value of "discontinuous texts" in English teaching;inadequate integration of teaching materials used by teachers with students' life and development;poor teacher training leads to poor application ability of students;teachers have insufficient teaching awareness and lack systematic guidance.Finally,according to the survey results and analysis of reasons,the author proposes reading strategies from three aspects from the perspective of teachers: First,teachers create a good teaching environment.The specific strategies are as follows:Pay more attention to the "discontinuous texts" in English subjects ";to achieve interdisciplinary integration;strengthen the training of teachers;stimulate students' deep interest;extend extracurricular reading and encourage students to practice and apply." Second,teachers need to choose appropriate teaching content.The specific strategies are the following four: the content selection and arrangement in the textbook should be balanced and life-like;make full use of the "discontinuous text" in the textbook;use the "discontinuous text" in life;develop school-based resources and school-based curricula and carry out special teaching;third,teachers should adopt scientific and systematic teaching methods.Specific strategies include the following three: "discontinuous text" and "continuity texts" combined teaching;"Discontinuous text" reading and writing combined teaching;teaching methods are systematic.This research hopes to contribute to the development of "discontinuous texts" reading teaching in the field of primary school English and help teachers get more reference and inspiration in the actual teaching of text reading.