A Study On The Evaluation Criteria Of Pupils’ Non-continuous Text Reading Ability

Reading is an important activity in human society,as well as a basic activity that must be attached importance to in Chinese curriculum and teaching.In the modern society with the explosive growth of information,a large amount of complicated fragmented information poses an important challenge to individual reading ability.Non-continuous text is just such a text carrying fragmented information.It has become an essential reading ability for modern citizens to obtain key information from reading non-continuous texts,integrate and understand information,and conclude conclusions in order to satisfy individual survival and social development.Since the first mention of Chinese Curriculum Standards for Compulsory Education（2011Edition）,non-continuous texts have been attached importance to both curriculum standards and teaching levels,but there is still a lack of a corresponding standard system for reading ability evaluation.In view of this shortcoming,this study focuses on the primary school students who are first exposed to non-continuous texts in compulsory education,and discusses the evaluation criteria of their reading ability of non-continuous texts.This paper is divided into five chapters to discuss the construction of evaluation criteria for pupils’ non-continuous text reading ability:The first chapter is the introduction,which explains the origin,significance,core concept and research design of this paper.The second chapter discusses the rationality of constructing the evaluation standard of the non-continuous text reading ability based on the overview of the connotation,characteristics and Chinese teaching value of the non-continuous text,which lays a foundation for the evaluation standard of the non-continuous text reading ability of the primary school students.In the third chapter,the case study method is used to analyze the non-continuous text test questions in primary schools,so as to explore the status quo and problems of the evaluation of non-continuous text reading ability in primary schools.The analysis of the status quo also has important practical guiding significance for the construction of the evaluation standard of non-continuous text reading ability in secondary school students.Chapter Four analyzes the psychological model of reading,the three international reading evaluation projects and the Chinese curriculum standards of compulsory education.Based on the inspiration of the above theories and standards,three dimensions of the evaluation of non-continuous text reading ability of primary school students are constructed: previous knowledge,reading cognition and reading skills.The fifth chapter deeply analyzes the three dimensions of the evaluation of pupils’ non-continuous text reading ability,extracts the more scientific evaluation content,and constructs the detailed evaluation standard of pupils’ non-continuous text reading ability by dimension.In order to improve pupils’ reading ability of non-continuous text and improve the evaluation standard,this paper tries to construct more objective and clear evaluation standard of pupils’ reading ability of non-continuous text,and provide some reference for the evaluation of pupils’ reading ability of non-continuous text.