Research On Reading Strategies Of Non-continuous Texts In Junior Middle Schools From The Perspective Of Metacognition

In the information age,reading has increasingly become an indispensable way for people to communicate with the outside world,acquire new knowledge,acquire skills and other activities in their daily life.In the contemporary Chinese language field,experts and scholars are increasingly interested in reading,whether from the revision and compilation of textbooks or the requirements of students' academic proficiency tests.In particular,since 2009,the middle school students from Shanghai participated in the international PISA test,their performance in continuous text,non-continuous texts and mixed text is extremely uneven,which has caused many researchers and front line teachers to pay attention to and reflect on the non-continuous texts.In addition,the introduction of the concept of "non-continuous texts" in compulsory education curriculum standard(2011 editions)has made many educational scholars and first-line Chinese teachers conduct hot research on the field of non-continuous texts.According to relevant experts,the revised compulsory education curriculum standard(2021edition)will continue to increase the proportion of "non-continuous texts" reading teaching requirements in the reading teaching section,so it is necessary for middle school students to master some non-continuous texts reading strategies to improve reading efficiency.From metacognitive Angle,this paper based on the discontinuity of text and related research at home and abroad combing and analysis of the concept of metacognition is summarized,and the discontinuity concept made to redefine the text,and according to the characteristics of the students in junior middle school stage thinking cognitive development,from the perspective of cognitive psychology,metacognition,try combining Chinese teaching and cognitive psychology,to improve the quality of students' thinking,training,developing the higher-order reading ability of students,exerts a subtle influence and improve students' thinking and the concept of the potential to solve the problem,a systematic study of the discontinuity text.The introduction of the paper,which mainly includes the reasons for the topic,the research content and purpose,the research methods,the focus and innovation of the paper,and the research significance.Paper in the first chapter mainly adopts literature research experts and scholars both home and abroad for the continuity of text and related research has carried on the classification,comb,summarizes the basic concept of metacognitive,and put forward a both in line with international standards and in the context of the text of the discontinuity concept,namely,in a relatively closed,can be self-sufficient documentation for the smallest unit(including the listing,table,chart,graphic,advertising,schedules,directory,or by both text such as index,and sources of different material),the material combination form or meaning of discontinuity on flow characteristics,It also requires some text that is different from the continuous text reading strategy.Paper in the second chapter,based on middle school students and teachers in the non-continuous texts reading present situation investigation and analysis,comparative study method is adopted to improve the metacognitive strategy is applied to the discontinuity of text reading experimental study of the impact of student achievement,and to explore the discontinuity from metacognitive Angle of junior middle school text of the unique characteristics,mainly including: the clarity of the reading purpose,the knowledge structure of the abundance of the multidimensional construct,reading experience,the retrospective of reading.In the third chapter,with the help of metacognitive theory and combined with the cognitive thinking development characteristics of junior middle school students,some non-continuous text reading strategies are suggested,which are mainly grasped from four aspects: 1.Teaching metacognitive strategy knowledge;2.Use previous background knowledge to open the way;3.Use metacognitive monitoring during reading;4.Establish a multilateral mutual dynamic evaluation system in the evaluation of reading results.This paper through a large amount of literature collecting,sorting,analysis,and combining with the learning situation,the concrete from metacognitive Angle,discontinuity of text reading provides practical advice on reading strategies in order to further enhance the higher-order reading ability of middle school students,fundamentally promote and develop the students' quality of thinking and problem solving ability,to improve the students' language comprehensive quality.At the same time,the paper draws more attention to the study of non-continuous texts from the teachers in the front line of Chinese teaching,so as to enrich the study of non-continuous texts.