| One of the most striking features of the new standard for primary school language courses(2011)is the emergence of “discontinuous texts”.But discontinuous text is late,it is a fresh thing for both students and teachers.In this paper,based on the reality,through investigation,interviews,first-line observation and case analysis,a questionnaire survey was conducted among fifth-grade students in 9 schools in H downtown area,and 60 Chinese teachers were interviewed.Based on the data and data obtained from the survey,the following conclusions are drawn from the analysis.The existing text resources in textbooks are insufficiently utilized,the development of interdisciplinary text resources is insufficient,and the unreasonable curriculum setting.Students' reading ability of such texts is obviously weak.Teachers pay attention to all discontinuous texts equally in teaching except for their weak awareness of research.They give priority to teaching without distinction and lack pertinence in teaching methods.On the basis of investigation and research,this paper holds that discontinuous texts,with their unique characteristics and multidimensional distribution and rich and diverse presentation forms,are distinguished from continuous texts and excellence,and also play a supplementary and auxiliary role in the integration of continuous texts.In order to improve pupils' reading ability of discontinuous texts,it is necessary to transform the continuity texts and discontinuous texts in Chinese disciplines,absorb interdisciplinary discontinuous texts and enrich teaching resources.It is necessary to carry out classified teaching with emphasis and pertinence on discontinuous texts and improve teachers' teaching strategies.In order to improve students' reading ability in an allround way,we should aim at cultivating their abilities of information extraction,reading,interpretation and expression,carefully design and attach importance to the method guidance of learning process. |
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