Research On The Current Situation And Strategy Of Chinese Discontinuous Text Teaching In Junior Middle School

Today’s society is in the information age of rapid development,and all kinds of information ar e emerging.Discontinuous text,as an important information carrier,plays an increasingly key role in daily life.Based on the reading demands generated by the development of the times,the Chinese curriculum standard for compulsory education(2011 Edition)clearly puts forward the reading requirements of discontinuous text for the first time,and formally introduces this term into the field of Chinese reading teaching,indicating that discontinuous text plays an indispensable role in Chinese teaching.Discontinuous text teaching not only points to students’ Chinese literacy,but also points to students’ survival ability to adapt to the future society,which has unique practical significance.However,there is a certain deviation between the teaching value of discontinuous text and its effectiveness in the current Chinese teaching,and the current teaching situation is not satisfactory.This thesis uses the literature research method to sort out the relevant literature,based on the previous research results related to the subject,and clarify the research status of Chinese discontinuous text teaching in junior middle school.Based on this,this thesis systematically combs and compiles the discontinuous text content in the junior middle school Chinese teaching materials,excavates the discontinuous text curriculum resources in the teaching materials,and expounds the teaching value of discontinuous text for enriching Chinese teaching content,developing multiple intelligences,developing multiple thinking and improving practical ability.Taking the teachers and students of a middle school in s city as the research object,according to the survey results of questionnaires and interviews,this thesis summarizes the existing problems in Chinese discontinuous text teaching in junior middle school,such as vague concept understanding and fuzzy value understanding,narrow teaching objectives and limited examination requirements,limited teaching resources and divorced from life,single teaching methods and divorced from practical application.On this basis,from the perspective of backward regional teaching and research and limited teacher development;Lack of guidance on the program;Teachers’ awareness of curriculum resources is weak;The utilitarian depth attribution of teachers’ teaching ideas caused by the heavy pressure of examination.Finally,the research puts forward specific optimization strategies for discontinuous text teaching from the aspects of improving teachers’ understanding,clarifying teaching objectives,broadening resource channels and constructing inquiry teaching mode.First,to improve teachers’ understanding of the external environment,and to improve teachers’ initiative.Secondly,according to the requirements of curriculum standards and Pisa reading evaluation theory,this thesis constructs the teaching goal of discontinuous text in junior middle school,and tries to give full play to the comprehensiveness and practicality of discontinuous text teaching under the guidance of teaching goal.Third,it is proposed to make good use of the on-campus,off-campus and information-based curriculum resources,break through the barriers of curriculum content,extend the discontinuous text teaching from in class to out of class,and build a bridge between classroom teaching and life.Fourth,it proposes to create situations,task driven,group cooperation and other ways to construct inquiry teaching mode,realize the transformation of teaching mode to situational and personalized,improve the single and boring current situation of discontinuous text teaching mode,and guide students to live in the learning of discontinuous text.