A Study On Teaching Discontinuous Texts In Middle School Languages Inspired By PISA

Our education needs to be both international and local in scope.The fact that discontinuous texts have become a hotspot for scholarly research in recent years is the result of the joint promotion of an international perspective and a local perspective.From an international perspective,each round of reading literacy assessment reflects the current dynamics of the direction of change in international literacy assessment;from a local perspective,the results of the PISA 2009 test show that China’s basic education has not paid enough attention to discontinuous texts.As a result,the Compulsory Education Curriculum Standards(2011 Edition)introduced ’discontinuous texts’ and Shanxi has included discontinuous text questions in its language papers as a result of the Chinese language examination reform.This thesis investigates the current situation of language teachers and students teaching discontinuous texts in three middle schools in Shanxi by creating a questionnaire based on three dimensions: context setting,text setting and cognitive indicators,inspired by PISA reading literacy.The thesis then goes on to study the development of discontinuous text questions in Shanxi’s Chinese language examinations since the examination reform in three dimensions: situation setting,text setting and cognitive indicators,and to analyse the results of the questionnaire to provide strategies and examples for improving reading literacy in discontinuous texts,and to provide ideas for upgrading teaching from the evaluation of the questions.This thesis is divided into three parts: Introduction,Body,Conclusion and Recommendations.The introductory section explains the origins,overview,significance and problems,as well as the ideas and methods of this research,and defines the core concept of "discontinuous text" in this thesis.The second chapter examines the contextual setting,textual setting and cognitive indicators in terms of the brief description of the questions and the survey results,and finds that the language discontinuous text questions in the last six years of the Shanxi Chinese Language Examination have developed in line with the top-level design of the reform of the Shanxi Chinese Language Examination,based on the core literacy of the subject and with a strong openness and inquiry.The analysis of the causes of the questionnaire results reveals that teachers lack research awareness,the teaching content is solidified,and the feedback method is single.Students therefore also lack a systematic understanding of discontinuous texts,lack a sense of active inquiry,learn mechanically,and do not pay attention to learning methods.Firstly,a ’teaching + test’ model should be created to integrate practice into daily teaching;secondly,attention should be paid to and active creation of authentic task situations in teaching,so that students can be integrated into the classroom more quickly with emotional factors;secondly,attention should be paid to the importance of higher-order cognitive skills for students’ future lives,and finally,attention should be paid to students’ reading fluency.To this end,three typical case studies are designed to illustrate the feasibility of teaching strategies in order to help frontline teachers actively seek solutions to their teaching dilemmas.The final section,Conclusions and Recommendations,again explains the importance of discontinuous texts and the scope for subsequent research,in an attempt to provide a deeper and deeper study of discontinuous texts.