Functional Capacity Of Junior High School Students To Read

Based on the theoretical construction of functional elements of reading ability, the author puts forward that functional reading ability refers the comprehensive reading ability of extracting, generalizing, evaluating information. Through quantitative research of relevant textbooks, research analysis of classroom records, teacher interviews about teaching, student’s questionnaire and comparative study of reading tests, a preliminary study finds that at present junior school students’ functional reading abilities exists a more single type of selected text phenomenon in text books. The second finding is that it presents the characteristics of review class and exercises practice. The last result is that there are some main problems with summative evaluation in terms of evaluation. Advanced study found that the current teachers and students to the concepts and elements of functional capability of reading comprehension is not clear; there is a contradiction between the need for junior high functional reading ability and degree of importance. So should attention-related teaching and training for teachers, strengthen the training of junior high functional reading ability. According to the results of research and analysis, put forward countermeasures and suggestions of functional reading ability. Firstly, develop a variety of curriculum resources, including mining language teaching resources, integrating with other curriculum resources and utilizing effectively living resources. Secondly, adopt various teaching methods and increase the Chinese classes of reading autonomy and of integrated practice. Thirdly, take multiple evaluation methods to improve the accuracy of summative assessment while attach importance to formative assessment.