Research On Teaching Practice Of Junior High School Chinese Non-continuity Text Based On Information Literacy

In the preface to the Standard of Chinese Curriculum for Compulsory Education(2022 edition),it is emphasized that "the rapid popularization of new Internet media,the constant changes in the way people live,study and work,the profound changes in the growth environment of children and teenagers,and the new challenges in talent training.The compulsory education curriculum must keep pace with The Times and be revised and improved." It points out that "network new media" brings new changes and challenges to education.Language education is aware of the diversity of information media,but also the observation of the future society’s demand for information processing ability.This paper takes the discontinuous text reading teaching from the perspective of information literacy as the research object,and studies its combined significance from the needs of The Times,the promotion of curriculum standards,examination requirements and the setting of teaching materials.This paper explores the feasibility of combining information literacy and discontinuous text from three aspects: cognitive process,functional goals and technical tools.Questionnaire design and interview survey were conducted on three levels of concept cognition,practical application and ability goal,and the problems commonly existed among teachers and students,such as fuzzy concept cognition,deviation of understanding scope,lack of reflective evaluation ability,low interest in learning and lack of life link,were understood.The reason is that the lack of key concept explanation in the curriculum standard,the lack of relevant sections in the textbook,and the reliance of teaching resources on the examination result in the non-continuous text reading ability application is not obvious.In view of this,from the perspective of information literacy,this paper explores two different application ways of auxiliary use and subjective teaching of discontinuous text from existing practices,and selects the essence to remove the roughness.It carries out investigations from teachers and students and puts forward targeted strategies.First,teachers should strengthen their own information awareness and information literacy in combination with social needs while studying curriculum standards.Secondly,teachers need to optimize the awareness of resources,fully explore the textbook resources of the subject,at the same time,extensively draw interdisciplinary resources and life resources,to build a bridge between Chinese and life.Third,teachers need to specifically teach students the reading methods of independent learning,guide the judgment of information sources,help construct moral indicators,and finally achieve the purpose of independent reading.Fourth,according to the different characteristics of the auxiliary classroom and the subjective classroom,teachers should select teaching points and consciously use discontinuous text to achieve the purpose of teaching is not to teach.Fifthly,teachers should cultivate students’ application habits in teaching,from seeking output input to pursuing expression reading,promoting creative expression.