Research On Teaching Strategies Of Mathematics Discontinuous Text Reading

Reading is an important way for humans to obtain knowledge and information.Reading literacy is one of the core literacy necessary for students.In the era of rapid development of information,how to accurately identify and obtain information through reading is a necessary ability for students.Discontinuous text has become a common form of transmitting information due to its diverse forms,conciseness and practicality,and rich information content.Since the PISA 2009 reading literacy test,discontinuous texts have quickly entered the field of research in China,and related research has also begun.As a form of text presentation,discontinuous texts exist in various disciplines,and there are also a large number of discontinuous texts in mathematics.The junior high school stage is a critical period for compulsory education,and it is also an important period for cultivating students’ reading literacy.How to carry out corresponding teaching based on the classification of non-continuous texts in mathematics,and develop students’ ability to read non-continuous texts,so as to better adapt to the development of modern society.This is a question that should be considered in current junior middle school mathematics teaching.The study includes the following four sections:The first part: The existing research is combed from both quantitative and qualitative aspects.Quantitatively,through the method of bibliometrics and CiteSpace visualization software,analyze the publication of discontinuous text-related research and authors,institutions,and keywords co-occurrence in recent years;qualitatively,discontinuous text-related research The themes are summarized.Combining qualitative analysis with quantitative statistics in order to have a comprehensive understanding of related research on discontinuous texts.The second part: Investigate the current situation of non-continuous text reading teaching in junior middle school mathematics.The survey results show that teachers and students do not understand the concept of "mathematical discontinuous texts",but have a clear understanding of the graphs pointed to by the discontinuous texts.They believe that mathematical discontinuous texts are an important part of mathematics learning,and that Contributes to mathematics learning;students have a high overall interest in discontinuous texts,but have weak reading ability for this type of text,and lack effective reading methods;in terms of reading metacognition,most students read metacognition Poor performance reflects that students’ self-reflection ability is not strong,and teachers lack guidance in this regard.The third part: Aiming at the current teaching situation,four teaching strategies for non-continuous text reading of junior high school students are put forward: making good use of teaching materials to strengthen reading awareness;reading extensively,enriching imagery accumulation;teaching methods,focusing on teaching guidance;strengthening reflection,and promoting metacognitive development.The fourth part: Summarize the research conclusions,reflect on the research from the aspects of research content,sample selection,and teaching strategies,and make prospects for future research and development of discontinuous texts in junior middle school mathematics.