Research On The Fragmentation Phenomenon Of Chinese Learning In Senior High School

In recent years,with the rapid development of Internet technology in China,the form of network media is increasing.The formation of fast-food information acquisition mode has changed the traditional way of reading.Using mobile devices to learn in fragmented time has gradually become an indispensable part of many people's lives.The age of information fragmentation has both advantages and disadvantages,which has a very important impact on the way of learning of senior high school students.On the one hand,fragmented learning is more controllable and flexible in its learning time,and it is easier to obtain the learning content after segmentation and shorter learning time.Therefore,it is easy to improve students'interest in learning and help to strengthen the rational cognition of knowledge.On the other hand,fragmentation learning is too arbitrary,students lack scientific guidance during the study time,and fast food information is not conducive to students'memory and absorption,thus restricting the function of this learning mode.Therefore,this study is based on the overall analysis of the fragmentation era,the use of literature research,case studies and action research methods,on how to fragmentation information zero for the whole system to explore.Based on the background of fragmentation era and the rapid development and popularization of self-media,this paper systematically analyzes the main ways,learning media,learning content,learning resources and learning results of fragmentation learning for senior high school students,combs the systematic framework of fragmentation learning,and sums up the advantages and disadvantages of fragmentation learning.The object of study chooses the students of a certain class in the first grade of my school as the object of study.The selected class is the ordinary class of our school.The students'learning ability and comprehensive level are at the middle level of all the classes in the grade.Taking the nearest Development Zone as the criterion,the students' learning ability is advancing and retrogressing obviously.Sample selection is representative.The main frame of research is divided into four parts.The first part defines the basic concept of information fragmentation by sorting out and summarizing the relevant theories of information fragmentation on the basis of literature research.At the same time,based on the theoretical level,this paper summarizes the relevant literature on fragmentation learning at home and abroad,and analyzes the existing research results and main arguments.The second part,while investigating and analyzing,systematically explores the relationship between information fragmentation and learning styles of high school students from five aspects,respectively.Face analysis and research,that is,high school students reading,high school students writing,high school students thinking,high school students literacy,high school students metacognition.The third part summarizes the impact of fragmentation learning on senior high school students by combing the survey results of various items of interview questionnaire and understanding the basic situation of fragmentation learning in daily life of senior high school students.At the same time,combined with my own teaching experience,this paper summarizes the impact of fragmentary learning on senior high school students'Chinese learning from the perspective of Chinese learning methods,reading ability training and subject quality formation.The fourth part combines the theoretical guidance scheme,and based on senior high school Chinese teaching practice,constructs fragments through action research.Film chemistry is a complete teaching system.At the same time,it emphasizes the "pluralistic thinking" in Chinese fragmentation learning of senior high school students,maintains a free and open learning mentality,explores the world with problems,and constructs a unique knowledge system.