Research On Non-continuous Text Teaching Strategies In Junior Middle School Based On Chinese Core Literacy

The new concept of "discontinuous text" appeared in the "Compulsory Education Chinese Curriculum Standards(2011 Edition)",which clearly requires students to learn to "read simple discontinuous texts" in the third semester(grades 5-6).It is required to learn to "read more complex non-continuous texts composed of multiple materials" in the fourth semester(grades 7-9).Discontinuous texts are closely related to people's lives.The ability to read discontinuous texts is very important in daily life.Therefore,it is necessary to update the reading teaching strategies of such texts.In 2016,my country issued the "General Framework for the Development of Chinese Students' Core Literacy",and the revised version of the "Chinese Curriculum Standards" in 2020 clearly pointed out that the core literacy of Chinese subjects consists of "language construction and application,thinking development and improvement,aesthetic appreciation and creation,and cultural Inheritance and understanding" composition.The ability to read non-continuous texts is a manifestation of whether students have core Chinese literacy.Therefore,from the perspective of core literacy,the author explores the teaching of discontinuous texts after investigation and reflection.This research will define the concept of "discontinuous text",compare the difference between discontinuous text and continuous text teaching,summarize the meaning of discontinuous text teaching,and investigate and analyze the current teaching situation of discontinuous text.On this basis,think about the teaching strategies that can be improved by discontinuous texts.First of all,the goal of discontinuous text teaching should be clarified,which should reflect the examination and cultivation of the core literacy of Chinese.In addition,students also need to develop their ability to deal with reading tests and the ability to deal with practical problems in life.For the text materials of non-continuous text teaching,first of all,we must consider the academic situation,and we also need to rely on the textbooks to select texts,starting from the lives of students' interest,and inspiring students' enthusiasm for learning.In the teaching process,it is necessary to enrich the effective forms of student activities,create exciting life situations,and penetrate the core literacy of Chinese.The existing evaluation mechanism of discontinuous texts is mainly reflected in the reading questions of exercises and exams.The author will analyze the questions in the middle school exam in Chongqing,and think about the strategies of reading teaching from the way of evaluation.This research considers the teaching aspects of discontinuous texts,and clarifies the relationship between discontinuous texts and the core literacy of Chinese.Through investigation to understand the current situation of discontinuous text teaching,thinking about corresponding teaching strategies from the perspective of Chinese core literacy,and analyzing specific teaching test questions and cases.Provide specific guidance for Chinese teachers to improve in actual teaching,so that students' ability to read this type of text and core Chinese literacy are improved.