Reading Training Of Discontinuous Texts In Upper Elementary School Language

Discontinuous texts are widely used in daily life because of their intuitive and concise features.Being able to obtain valuable information from discontinuous texts and form abilities such as inference,reflection and integration have been the demands of the times in modern information-based society.At the same time,the Language Curriculum Standards for Compulsory Education(2022 Edition)also clearly puts forward the goals and requirements for reading discontinuous texts,indicating that front-line teachers carry out training in reading discontinuous texts as a requirement of the development of the times and a need for educational reform.However,it has not been long since discontinuous texts entered the vision of language teaching,and its research in China is in the exploration stage,and language teachers are relatively unfamiliar in carrying out the process.Based on this,Based on this,this study is based on practice and uses textual analysis,interview method and case study method to understand the current situation and problems of discontinuous text reading training in upper elementary school,and to propose suggestions for optimizing discontinuous text reading training in upper elementary school.This thesis firstly compares the current research status of discontinuous texts with previous research results,defines relevant concepts,and identifies the theoretical basis of this study,which provides support for the later study;then classifies discontinuous texts in three aspects: text combination form,reading context and examination type,and also explores the value of reading discontinuous texts.Since the status and value of discontinuous texts in language teaching have not been given due attention,the problems in the training of discontinuous text reading are mainly reflected in the following aspects: fewer discontinuous text training materials,lack of data analysis texts;lack of awareness of discontinuous text teaching among upper elementary teachers,single instructional method,and insufficient discontinuous text reading ability of students.On this basis,in-depth attributions were made from macro and micro perspectives.Finally,based on the theory of life education and the theory of nearest development zone,and following the logical sequence of preparation strategy before teaching-implementation strategy during teaching-practice guidance strategy after teaching,we propose to raise teachers’ awareness,clarify reading goals,broaden resource channels Firstly,teachers should use modern teaching methods scientifically to stimulate students’ interest in reading;secondly,teachers should change their concepts,enhance their theories,and pay attention to the teaching and research of discontinuous texts;thirdly,teachers should make a comprehensive analysis and set practical reading training goals;fourthly,teachers should use teaching materials skillfully,observe life well,and integrate and reorganize discontinuous text resources;fifthly,teachers should create a situation and create a new environment.Fifth,to create situations and design tasks to mobilize students’ interest in learning;sixth,to carry out special training,transfer and use,and broaden the way of reading instruction;seventh,to grasp the focus of teaching and adopt targeted teaching methods,etc.,in order to provide reference for front-line teachers to carry out reading training of discontinuous texts.