Research On The Effects Of A Conflicting Texts Reading Strategy On Chinese Learning In Secondary Vocational Schools

In recent years,the country has paid more and more attention to vocational education and quality education.Chinese is the basic course of secondary vocational education and the basic tool for secondary vocational students to learn other skills.Reading teaching is an indispensable part of Chinese teaching.It has gradually attracted the attention of educators at all stages.Reading teaching not only affects students’ writing ability,but also affects students’ learning in other subjects or vocational skills.However,it is inevitable that secondary vocational students have insufficient learning foundation,reading efficiency and writing quality,and critical thinking.It turns out that to improve their reading literacy is difficult.In particular,there are not many studies on reading strategies for secondary vocational students in China.Therefore,how to improve the reading level and composition quality of secondary vocational students is an important research question.In this thesis,the author designs a conflicting texts reading strategy based on the Document Model.Besides,the author explores its effectiveness in students’ reading comprehension,reading integration,critical thinking,and writing skills.In order to help students better use this strategy for reading and writing,and to influence students’ learning effectiveness through this strategy,the author uses an educational experiment to explore the impact of conflicting text reading strategies on the learning effectiveness of secondary vocational students.The subjects of this study were selected from a secondary vocational school in Northwest China,with a total of 176 people,83 people in the experimental group and 93 people in the control group.The experimental group first reads four conflicting texts,while the control group reads consistent texts.After reading,both groups then participated in reading comprehension and reading integration ability tests were conducted.Finally,both groups wrote compositions with the same topic.Through the above theoretical foundation and experimental exploration,this article draws the following conclusions:1.Conflicting Texts Reading Strategy may increase the reading comprehension ability of the secondary vocational students compared with non-conflicting texts.2.Conflicting Texts Reading Strategy may increase the critical thinking tendency of secondary vocational students compared with non-conflicting texts.3.Conflicting Texts Reading Strategy may increase the writing quality of secondary vocational students compared with non-conflicting texts.On the basis of the above conclusions,this research puts forward suggestions for using conflict-based text reading teaching strategies,and analyzes the shortcomings of this strategy and the prospects of related research in the future.