Research On Non-continuous Text Teaching Of Chinese In Junior High School

Non-continous text is a form of text,which refers to the block material that is not continuous in form,relevant or opposite in meaning.It was first seen in the "Reading Literacy" section of the Program for International Students Assessment.With the participation of Shanghai students in the PISA test in 2009,discontinuous texts began to attract widespread social attention.Until "Compulsory Education Chinese Curriculum Standards(2011 edition)",non-continous texts were included in the scope of curriculum standards,which opened a way to explore non-continous texts teaching in an all-round way.Since September 2017,the Chinese textbooks for compulsory education compiled by the Ministry of Education(hereinafter referred to as the Ministry edition)have been universally used throughout the country,and the relevant research on the teaching of non-continous texts in the textbooks has opened a new chapter.Based on this,starting from the junior middle school Chinese textbooks compiled by the Ministry of Education,the author investigates and studies the teaching situation of non-continous texts.With the help of questionnaires and interviews,this study collects and collates the actual situation of non-continous text teaching.Based on the deep analysis of the questionnaire results and interview records,the problems in teaching are summarized and the reasons are analyzed.By drawing lessons from relevant academic achievements at home and abroad,this paper also puts forward some improvement strategies for the non-continous text teaching of Chines textbooks for junior middle schools compiled by the Ministry of Education.It is hoped to provide valuable theoretical reference for teachers'teaching and contribute to the systematization and scientificalization of non-continous text teaching system.This study consists of three chapters.Chapter One is an overview of non-continous texts in junior middle school Chinese textbooks compiled by the Ministry of Education.Firstly,the concept of non-continous text is summarized and summarized;secondly,non-continous text in textbooks are divided into list type,graph-text combination type and paragraph combination type;Then the distribution of non-continous texts in junior middle school Chinese textbooks compiled by the Ministry of Education is counted and tables are drawn;finally,the teaching value of non-continous texts is analyzed.The second chapter is the investigation and attribution analysis of the status quo of non-continous text teaching in junior middle school Chinese textbooks compiled by the Ministry of Education.Through questionnaires and interviews,the following problems are found in teaching:teachers'problems mainly include unclear concepts,weak teaching attitude,limited teaching content and inefficient teaching;students' problems include little knowledge of discontinuous texts,lack of initiative in learning,difficulty in reading,and lack of practical application ability.The main reasons for teachers'problems are insufficient analysis and research of discontinuous texts,utilitarian teaching ideas,low extension in and out of class,and lack of scientific teaching methods and strategies.The main reasons for students'problems are lack of systematic contact with and understanding of discontinuous texts,lack of interest in learning,improper reading methods,inadequate accumulation and training.The third chapter is the improvement strategy of the non-continous text teaching in the compilation of junior middle school Chinese textbooks by the Ministry of Education.Mainly include full study of non-continous texts,grasp the academic frontier;establish a correct teaching concept of non-continous texts;dig the non-continous texts inward and outward;construct a scientific teaching method of non-continous texts;guide students to systematically understand non-continous texts;stimulate students to non-continous texts;guide students to read non-continous texts effectively and to strengthen students'accumulation and training of non-continous texts.In a word,based on the newly put-into-use junior middle school Chinese textbooks compiled by the Ministry of Education,the author excavates the teaching value of non-continous texts,explores the problems existing in the teaching of non-continous texts,analyses the causes and solves them.Strategies such as grasping academic frontier and collusion in and out of class,not only can the teaching effect of non-continous texts be improved,but also the non-continous texts in the new curriculum standard be realized.The requirements put forward are more conducive to the healthy development of students'ability to use discontinuous texts.