| On the one hand,reading,as one of the important influencing factors in the process of students’ rapid growth and development,is also one of the key activities in shaping students’ overall Chinese literacy in Chinese teaching;through reading,students can not only consolidate the knowledge they have learned in the classroom,It can also expand richer extracurricular knowledge on the basis of students’ existing cognition,complement the in-class knowledge,and effectively promote the comprehensive development of students.Non-continuous text reading is one of the key influencing factors for cultivating students’ comprehensive reading literacy,and it is also the top priority of Chinese reading teaching in primary schools.On the other hand,the rapid changes in the modern information society have made our lives very convenient,and people have become more and more efficient in their work and study due to the development of information technology;in this development process,the discontinuous Fragmented information presented in the form of text is becoming more and more common in daily life.Discontinuous text reading literacy has become one of the necessary skills to quickly adapt to social development and changes.Having the ability to read discontinuous text is also an important factor for students to achieve comprehensive Therefore,continuous research and exploration of discontinuous text reading has gradually become an important task in Chinese reading teaching.This study will aim at the practical needs of discontinuous text reading literacy training under the background of the information age,combined with the learning requirements of the new curriculum standards,mainly based on literature research and case analysis,combined with classroom observation and interview methods,in the analysis On the basis of summarizing the previous research results,it is found that the current research on discontinuous text reading teaching tends to investigate the teaching status quo,find problems on the basis of the current situation investigation and then optimize it,while there are few studies on the teaching strategies for discontinuous text reading.Therefore,on the basis of previous studies,based on relevant theoretical foundations and teaching cases of high-quality courses,the author puts forward that the main task is to train students to solve practical problems in life through the key information screened out.Instructional strategies for reading non-continuous texts in higher-level Chinese in elementary schools with teaching objectives.First of all,the author expounds the connotation of non-continuous texts from three aspects: the definition of relevant concepts,main characteristics and basic types;Discontinuous text teaching resources in textbooks;then,based on theoretically-based teaching concepts and summarizing excellent teaching cases,construct the teaching of discontinuous text reading in primary school high-level Chinese from the four dimensions of teaching principles,teaching objectives,teaching content,and teaching process Based on the teaching strategy,the author designs specific teaching cases to provide a certain theoretical reference for the subsequent implementation to specific classroom teaching,and also lays a theoretical foundation for the subsequent practice test and analysis work.Then,the interview method is used to design the interview outline around three dimensions according to the teaching design,and the classroom observation method is used to deeply understand the performance of students in the classroom and students’ learning attitudes towards non-continuous texts.Finally,combined with the implementation and application of teaching strategies and the results of interviews,corresponding optimization strategies are put forward to ensure the effective training and development of students’ comprehensive practical ability to use non-continuous texts to solve practical problems,and provide certain teaching references for front-line Chinese teachers. |
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