Research On The Use Strategy Of Discontinuous Text In The Teaching Of "Economy And Society" In The High School Ideological And Political Course

Along with the development of information technology in modern society,people pay more and more attention to the cultivation of the ability to acquire,analyze and use information.The assessment of reading literacy is the first of its kind in the famous international system of student ability assessment(PISA),which shows that the cultivation of reading skills occupies an important position in school education.Some scholars have summarized the reading skills of discontinuous texts into five items: screening and integration of information,comprehension and interpretation,reflection and evaluation,inference and inquiry,and practical application,which are in line with the requirements of the new era for talent training.The new version of the General High School Ideology and Politics Curriculum Standards(revised in 2017 and 2020)makes it clear that we should consistently insist on reflecting the requirements of the new era and staying close to students’ life reality when selecting and preparing curriculum resources.Specifically,in the corresponding new edition of the textbook,the discontinuous texts in each section are diverse in form,rich in content,and extensive in scope,which is a new challenge for both sides of teaching.This paper investigates that the current teaching of high school Civics and Political Science classes obviously suffers from insufficient research on discontinuous texts,poor selection,and poor effectiveness.Therefore,this paper selects the discontinuous texts in the compulsory 2 "Economy and Society" of the high school Civics class as the object of study,and discusses the use of discontinuous texts in the high school Civics class teaching in the light of its own teaching practice.The structure of this paper,excluding the introductory part,consists of the following four chapters: Chapter 1 gives an overview of the connotation and teaching value of discontinuous texts in high school Civics textbooks;Chapter 2 selects students and Civics teachers from some high schools in and outside the province to conduct questionnaire surveys and interviews on the use of discontinuous texts in the teaching of Economy and Society,and analyzes them;Chapter 3 analyzes the use of discontinuous texts in the teaching of Civics in accordance with the following principles Chapter 3 proposes the principles of effectiveness and optimization strategies for improving the use of discontinuous texts based on the problems and causes of discontinuous texts in the process of use;Chapter 4 designs teaching examples by exploring the teaching resources of discontinuous texts with the knowledge points of the current teaching materials of Economics and Society in high school Civics.