Practical Research On The Improvement Of Junior Middle School Students’ Ability To Integrate Discontinuous Text Information

Chinese Curriculum Standards for Compulsory Education(2022 Edition)requires students in grade 7 to 9 to read non-continuous texts,so it is clear that non-continuous text reading is an essential and important part of Chinese reading teaching.In the teaching of non-continuous text reading,the improvement of information integration ability can meet students’ various reading demands.When students read non-continuous text,they can obtain the information in the text more quickly and accurately,which can not only increase the information reserve,but also improve the ability of screening,extracting,integrating and summarizing information that modern people must have.Therefore,the information integration ability of non-continuous text reading should be improved.By using literature research method,interview method and text analysis method,and drawing on the previous analysis framework of information integration ability,this study divides discontinuous text information integration ability into three dimensions,namely information acquisition ability,information processing ability and information expression ability,and establishes an analysis framework.Through the preliminary understanding of the learning situation of the practical object,it is found that students have problems in the information acquisition ability of information omission,unable to locate the information interval,in the information processing ability,there is a certain deviation in information understanding,unable to distinguish the primary and secondary information,and in the information expression ability,there is a lack of conciseness and logic.In view of the problems existing in students’ discontinuous text information integration ability,the research carries out teaching design from three dimensions,proposes solving strategies,and conducts multiple training for the problems.In the aspect of information acquisition,skillfully delineate with dots,control reading speed;Capture key information and locate information intervals.In information processing,create life situation,promote information understanding;Use mind maps to identify primary and secondary information.In the aspect of information expression,we should use general methods to express content in a condensed way.Clear sentence composition,grasp the expression order.After repeated training,a comparative analysis of the feedback results of the tests before and after the same class of students shows that the students’ discontinuous text information integration ability has been improved.Therefore,it can be proved that the strategy proposed in this study to improve students’discontinuous text information integration ability has a certain rationality,hoping to provide some inspiration and reference for the teaching of front-line teachers.At the end of the study,other factors affecting the implementation of the strategy are discussed and targeted suggestions are put forward,hoping to provide reference and help for the subsequent research.