The Study Of Discontinuous Text Learning Strategies And Guidance In Elementary School Chinese

The concept of Non-continuous texts was put forward in 2000 with PISA(Program for Inernational Student Assessment).As China took apart in PISA2009,non-continuous texts have arose the concern of Chinese researchers.In 2011,the Compulsory Education Chinese Curriculum Standards(2011 edition)pay attention to non-continuous reading at the first time,whereafter,Chinese language educators began to study the significances of the text learning and the way to instructing.New,the trait of non-continuous texts in reading is not in the innovation of the text types,but in the extension of Chinese language learning.It predicts that learning Chinese is based on students' study,work,and life in the near future.The study mainly includes the following parts:introduction,it uses Citespace and GeoQ to analyze and interpretate literatures on Chinese non-continuous text,both quantitatively and qualitatively,and then introduces the main research ideas.Chapter one to chapter four elaborates the research results.First,aimed at distinguishing continuous texts and non-continuous texts,chapter one reviews the history of non-continuous texts,and gives a definition by comparing.Also,in view of the misunderstanding on concept,it makes a category discussion according to three standards severally.Meanwhile,the learning objectives framework is an important skeleton of the following parts.Secondly,the second chapter introduces the investigation methods and the survey results based on the analysis of questionnaire,interview and assessment.And then,founded on PISA2018 reading framework,learning psychology and media literacy education theories,it puts forward the strategies to solve these problems from two aspects.In the end,the paper summarizes the research conclusion,reflects the regret of the research,and forecasts the future development of non-continuous text in primary school.