Ability orientation and development strategies for non-continuous text reading

Modern society is an information society. In daily life, in addition to the familiar continuous texts, such as literary, practical, and exposition texts, people obtain information through various forms of non-continuous texts such as charts, advertisements, catalogs, and indexes. The 2011 version of the "Chinese Curriculum Standards" proposed the term "non-continuous text" for the first time, proposing that students can "read simple non-continuous texts and find valuable information from combined materials such as pictures and texts." This This indicates that discontinuous text has become an integral part of Chinese teaching in my country and has appeared in Chinese teaching classrooms. However, because Chinese language teaching in high schools in my country has traditionally been based on continuous texts, and there is a lack of teaching content for reading non-continuous texts in the textbooks, there is not enough emphasis on the teaching of reading non-continuous texts, resulting in the failure of non-continuous texts. Reading teaching is basically in a "blank" state, let alone the formation of effective teaching strategies.

The teaching of discontinuous texts is still a teaching of reading in the final analysis, but the content of teaching has changed from the traditional continuous texts to the use of textual explanations, tables, and texts compared to continuous texts. Symbols, sheets, pictures and other information are taken as units, and one or several types of information are combined to visually present the text form of the information content. Mr. Chao Zongqi, leader of the High School Chinese Curriculum Standards Development Group of the Ministry of Education, believes that “non-continuous text teaching is also to improve students’ ability to use language and characters. In addition to allowing students to learn to read continuous text materials, they must also learn to read from a variety of Obtain information from materials in various forms and sources, process them comprehensively, and solve practical problems.” It can be seen that the reading ability of discontinuous texts is an integral part of students’ Chinese literacy. Combining the characteristics of discontinuous texts and teaching content, there are four ability directions for reading discontinuous texts.

First, a new way of reading.

Since discontinuous text is not composed of sentences or paragraphs to form a chapter or a whole book, it does not provide readers with a complete unit of information for reading. Generally, a straight line from left to right is not used when reading. Reading method. The composition of discontinuous text is more complex, so the reading method is also new. For example, when reading the text of various charts, which is an important type of non-continuous text, you can read it vertically, horizontally, as a whole or partially, or according to the actual reading requirements, select the corresponding reading object and completely ignore the text that has nothing to do with the requirements. Text content.

For example, question 22 in the 2013 Guangzhou Second Model Test.

The chart on the right is a survey conducted by relevant agencies on sub-healthy people of different age groups in a certain city. Please use the chart to summarize the relationship between the incidence of three types of sub-health, including physical, psychological and social adaptation, and age. (6 points)

(1) Physical sub-health:

(2) Mental sub-health:?

(3) Social adaptation sub-health:?< /p>

To complete the question reasonably, students must carefully understand the various elements of the question:

(1) The content of the chart is the "Survey on Sub-healthy People of Different Ages" situation display .

(2) "Respectively summarize the relationship between the incidence of three sub-health types such as physical, psychological and social adaptation and age."

This is a clear guide to solving the problem.

[if !supportLists]l?[endif]Student answers must accurately represent the relationship between the "incidence rate" and "age" of the three sub-health conditions.

[if !supportLists]l?[endif]Students must use "general" language to answer questions. Although the title does not have a word count requirement, since it is a summary, it must be expressed concisely and accurately.

(3) "Please refer to the chart..."

The student's answer statement must be summarized based on the situation of the middle column of the chart. This requires students to carefully observe the charts and sort out the relationship between the incidence rates of the three types of sub-health and age. Students first observe the bar graph according to the three types of "physical sub-health", "mental sub-health" and "social adaptation sub-health" to find out its situation in the four age groups and look at the relationship between the horizontal and vertical coordinates. Trends, accurately summarized.

It can be seen that when solving this problem, the reading method used by students is not the traditional linear reading, but with the purpose of solving the problem, from the "multi-dimensional (horizontal and vertical seats) in the table (Mark)" during reading, obtain different information, and then express the meaning contained in the text.

Reference answers

(1) The incidence rate shows a steady upward trend with age. (The older you are, the higher the incidence rate)

(2) The incidence rate shows a slow downward trend with age. (The older you are, the lower the incidence rate)

(3) The incidence rate is slightly higher in the middle age group (31-50 years old), and the incidence rate before or after is relatively low.

In a nutshell, the reading of discontinuous text should not focus on the purpose of the text, nor should it be analyzed with conventional labels. Instead, it should be based on a certain reading purpose and find out the various aspects of the text. Different discontinuous texts have the same main structure. Only by understanding the structure of the text can readers better understand the relationship between different texts and obtain reading results. It is worth noting that the reading methods used in "non-continuous text" reading do not rely on skills such as reading aloud, silent reciting, and speed reading, but on keen observation and good reading habits.

Second, obtain and use information.

One of the important purposes of reading discontinuous text is to obtain the information, which is related to the characteristics of discontinuous text. First, practicality. It actually appears in our lives and is closely related to us, such as a product manual, a map of a city, a catalog of a book, a boarding pass for a flight, etc. The purpose of reading them is huge. Most of the time, it is to obtain relevant information from it in order to solve the practical difficulties and problems encountered in life. Second, intuitiveness. The use of tables and charts is concise and clear, covering a large amount of information and containing a wealth of information in a limited space. In many cases, these intuitive discontinuous texts are the presentation form of certain research results, and the information they contain is self-evident. Third, it is logical. Non-continuous text is usually analyzed piece by piece, with an obvious framework and clear structure. The relationship between the text information, the relationship between the text content and the actual problem is clear at a glance, especially the text containing pictures and tables, which combines some abstract information. Relationships are described with specific illustrations to make it easier for readers to read and understand the information. Take the following Guangzhou mock exam question as an example.

Read the following material and fill in the appropriate sentences on the lines in the text.

Esprit accompanied the tutor to attend an academic conference in Guangzhou, and prepared to take the subway from

Guangzhou Railway Station to Guangzhou East Railway Station. They stood in front of the subway map to discuss their route.

The instructor said: "With so many routes, which is the most convenient way

?"

Esprit said: "I think it should be? ⑴?"< /p>

The instructor said: "According to what you said, we should take Line 5

Let's transfer to Line 3 at Zhujiang New Town Station."

Esprit said: "?⑵ ?"

The instructor said: "Then tell me."

Si Jie said: "?⑶ ?"

The instructor showed satisfaction smile.

Guangzhou Metro Line Map

The subway diagram shown to us in the title is a true representation of life. In real life, if we want to take the subway and reach our destination accurately, we must be able to obtain relevant information from the icons. This is an essential skill for life. In addition, the paragraph provided in the question requires us to fill in the relevant blanks, which is also solving a problem of simulating life. Students must think comprehensively through non-linear and combination of illustrations and textual content in order to arrive at reasonable answers. Combining the requirement of "the most convenient" riding method, students read the picture materials and came up with several riding methods, and then chose the "most convenient" one to answer. What is particularly worth noting is that the "most convenient" standard, judging from the content of the picture, should be defined as "fewer transfers" and "fewer stations passed through". This is the most straightforward understanding of "convenience" and should not be thought from the perspective of "less time" because pictures cannot provide "time" information.

Reference answers

(1) Choose the line with the least number of transfers and stops.

(2) It’s a bit far to walk like this. There is another route. What do you think?

(3) Take Line 5 and transfer to Line 1 at Yangji Station. It only takes 8 stops.

Third, reorganize the meaning of information.

Discontinuous text places special emphasis on the recombination of information. According to the theory of schema reading development, the meaning of the diagram in the reader's mind depends on the reader's activation of schema knowledge in the brain during the reading process. In other words, different people will get different information from the same picture.

For example: Faced with the same table of the evolution of Chinese characters, different readers will reconstruct different reading meanings:

① The evolution of Chinese characters has gradually weakened the degree of pictography, and the glyphs have changed from complex to complex. Characteristics of Jane.

② Judging from the characters such as "fish" and "horse", Xiaozhuan and previous Chinese characters are related to pictures, with strong pictograms and complicated strokes.

③The phenomenon of gradual simplification of fonts is closely related to social and economic development.

④The simplification of Chinese characters is conducive to the development of culture.

Different readers, based on their different cognitive levels, can reconstruct the same text to produce different reading results. This is essentially different from the reading result of continuous text reading of "there are a thousand Hamlets in the eyes of a thousand people". We realize that when multiple pieces of material are presented in front of readers, readers will explore the connotation behind the surface of the text in different senses of "discontinuous text". At the same time, schema knowledge can be activated to predict, infer, and integrate, so as to understand the text as a whole. Continuous text reading lies in the re-creation of the text, creating a secondary creation of the text and a new reading experience in the reader's mind, rather than just being "persuaded" and led by the author's writing. The subjectivity of discontinuous text lies in the extraction and grasp of text information, thereby internalizing it into the ability to solve problems. Although both of these points are related to the subjectivity of the reader, one is the creation of the text, and the other is the reorganization of text information that varies from person to person.

Fourth, evaluate and reflect on the information.

The purpose of reading "discontinuous text" is not to evaluate the ideological connotation, expression form and writing style of the text, but to draw a meaningful conclusion from an objective perspective. For example, by reading the water consumption chart, you can get information about the total water consumption. Readers can gain reflection on the results of domestic water activities from this information. Excessive water consumption indicates that not enough has been done in water conservation, or there is a lack of awareness of water conservation.

For another example, read the following survey form.

The College Entrance Examination Composition Scoring Control Group investigated the factors affecting the composition of senior high school students, and the results are as follows:

Proportion of specific content of the project name

Language expression sentences , Vocabulary, text, punctuation, rhetorical techniques 51.55%

Hierarchical structure levels, transition 21.55%

Ideological content center, materials, analysis 26.90%

Please follow Based on the situation reflected in the chart, write two conclusions:

(1) Please summarize the situation reflected in the chart

(2) As a student, what inspirations have you received?

The second question is to ask students to self-reflect on the information fed back in the form. Of course, since the information provided by the table is relatively concentrated, the content of students' evaluation and reflection is also relatively concentrated, but this is a cultivation of ability. In the future, in real life, when we encounter complex "big data (tables)", if we have the ability to evaluate and reflect on the information, we will be able to become the masters of life and not get lost in the ocean of information.

What is particularly noteworthy is that the non-continuous text here does not involve emotional evaluations such as good and evil, beauty and ugliness, but an objective and fair explanation. In this sense, the objectivity of discontinuous text reading is unmatched by continuous text reading.

Based on the four reading orientations of discontinuous text reading, we should focus on the following teaching strategies in cultivating and improving students' discontinuous text reading ability.

First of all, strengthen the cultivation of logical thinking ability.

Due to the fracture characteristics of non-continuous text and its "fragmented" non-linear reading method, in order to accurately obtain information from reading non-continuous text

And to solve problems, it is necessary to strengthen readers' logical thinking ability.

For example, in 2014

the Guangdong roll chart conversion problem.

Read the three pictures below, connect them with the text in the second picture, and add text to the other two pictures. The content before and after must be related and the logic must be strict. The number of words in each paragraph must not exceed the number of spaces provided (including punctuation marks).

[if !supportLists]①?[endif]?②When you cross the equilibrium point, you think ③?

you will go higher and higher, but you are surprised

I was surprised to find that it was going downhill.

Reference answer examples: ① Walk from a low place to a high place. With every step you take, you will stand higher. ② It turns out that only by finding the balance point can you stand at the highest point.

To answer this question accurately, rigorous logical thinking skills are essential. To read "picture", you must first find out the components of the picture; then observe the details of the picture, and even connect the first and third pictures to observe their subtle changes, so as to grasp the content and meaning of the second picture; finally, "picture" "Compare the information with the corresponding text information one by one to find the corresponding points or corresponding information between the two. On the contrary, you can also find the corresponding points or corresponding information between the two (pictures and text) in the "picture" based on the text information. For example, first read the "picture" to obtain the information of the "picture", that is, "person" and the "balance point" of the "balance beam", and the "balance beam" will "tilt downward", and then compare this information with the text to find The corresponding content is shown: "person" corresponds to "you", the corresponding text of "walking through the balance point of the 'balance beam'" is "after crossing the balance point", "the 'balance beam' is 'tilted downward'", the corresponding text The text is "going downhill."

It can be seen that without strict logical thinking, the reading of this set of non-continuous texts will be incoherent and inaccurate. Therefore, in order to handle the reading of discontinuous texts well and cultivate students' rigorous logical thinking ability, it is essential.

Secondly, return to life and emphasize situational awareness.

In modern social life, discontinuous text is everywhere, including bus stop signs, instructions, maps, etc. Discontinuous text appears in various forms in our lives, and it has a strong social impact. sex and practical value. For example: Detailed maps are provided in each scenic spot. When you get lost in the scenic spot, you can find the direction according to the map; you can find the best route when playing. Students can transfer the knowledge learned in class into specific life practices and cultivate students' practical abilities. At the same time, it also makes preliminary preparations for students' future survival and development in society.

Another example is question 22 of the second simulation test paper of Guangzhou City in 2015.

Please fill in the appropriate content on the "Registration Reply" line according to the chart and instructions below to make the meaning coherent and complete.

The diagram in the question is what actually exists in life. Charts and text descriptions together constitute a set of discontinuous texts with complete meaning. When students solve problems, they must put themselves into this life situation and think about it in order to solve the problem reasonably.

Third, strengthen the practical application of language.

Because non-continuous text can carry much more information than continuous text, it also has strong generalization properties.

It can summarize complex content that requires a lot of language to describe. Express it concisely and summarily. Therefore, strengthening language expression training when reading discontinuous texts is an indispensable link to accurately complete the reading of discontinuous texts. For example, Van Gogh's famous painting "Sunflowers" carries a lot of information in one picture, such as the contrast of colors, the emotion given, the strength of the brushstrokes, the emotion during creation, the background and experience of the painter, etc. Thousands of words of expression are integrated into one painting. After reading the picture, accurately express the information in the picture to complete the reading process. Strengthening the practical application of language is also needed to solve the test questions of discontinuous text reading. In recent years, "non-continuous text" reading questions have appeared many times in college entrance examination papers across the country. If you want to get ideal scores in the exam, you must have strong ability to use language and characters. This point is easily recognized by everyone. c?e?V?