In the final analysis, the teaching of discontinuous text belongs to the teaching of reading, but the teaching content has changed from the traditional continuous text to a text form composed of one or more pieces of information, such as text description, tables, symbols, tables, pictures, etc., to present the information content intuitively. Mr. Chao Zongqi, head of the standard-setting group of Chinese curriculum in senior high schools of the Ministry of Education, believes that "discontinuous text teaching is also to improve students' ability to use language. Students should not only learn to read continuous text materials, but also learn to obtain information from materials of various forms and sources, comprehensively process them 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 text and teaching content, discontinuous text reading has four ability orientations.
First, a new way of reading.
Because discontinuous text is not a chapter or a whole book composed of sentences and paragraphs, it does not provide readers with complete information units to read, and generally does not adopt a straight-line reading method from left to right. The composition of discontinuous text is more complicated, so the reading mode is also relatively novel. For example, when reading the text of various charts, these charts are an important type of discontinuous text. We can look at them vertically, horizontally, wholly or partially, or choose the corresponding reading objects according to the actual reading requirements, and completely ignore the text content irrelevant to the requirements.
For example, on 20 13, question 22 of the second model test in Guangzhou.
The chart on the right shows that the relevant institutions are not interested in a city.
Investigation on sub-health population of the same age. Please summarize the relationship between the incidence of three sub-health types: physical, psychological and social adaptation and age according to the chart. (6 points)
(1) Sub-health:
(2) Mental sub-health:?
(3) Social adaptation of sub-health:
In order to complete the topic reasonably, students must carefully understand the various elements of the topic:
(1) The content of the chart is "Investigation of Sub-health People of Different Ages".
(2) "Summarize the relationship between the incidence and age of three sub-health types: physical, psychological and social adaptation".
This is the clear direction to solve the problem.
[If! Support list ]l? [endif] Students' answers must accurately express the relationship between "incidence" and "age" in three sub-health situations.
[If! Support list ]l? [endif] Students must answer questions in "common" language. Although there is no word requirement on the topic, since it is a summary, it must be expressed concisely and accurately.
(3) "Please follow the chart ..."
Students' answers must be summarized according to the middle column of the chart. This requires students to carefully observe the chart and straighten out the relationship between the incidence of the three sub-health and age. Students first observe the histogram according to the three types of "physical sub-health", "psychological sub-health" and "social adaptation sub-health", find out the situation in the four age groups, see the trend between the abscissa and the ordinate, and make an accurate summary.
It can be seen that in solving this problem, the reading method used by students is not the traditional linear reading, but for the purpose of solving the problem, obtaining different information from the "multi-dimensional (abscissa and ordinate)" reading in the table, and then expressing the meaning contained in the text.
Reference answer
The incidence of (1) increased steadily with age. The older you get, the higher the incidence. )
(2) The incidence rate decreased slowly with age. The older you get, the lower the incidence. )
(3) The incidence of middle-aged group (3 1-50 years old) is slightly higher, and it is relatively low before and after.
In a word, the reading of discontinuous text should not pay attention to the purpose of the text, nor should it be labeled as usual for analysis. But to find out the similarities of different discontinuous texts in the main structure according to certain reading purposes. Only by understanding the structure of the text can readers better understand the relationship between different texts, so as to obtain the reading results. It is worth noting that the reading methods used in "discontinuous text" reading are not reading aloud, silently and quickly, but keen observation and good reading habits.
Second, access to and use of information.
An important purpose of reading discontinuous text is to get the information in it, which is related to the characteristics of discontinuous text. First of all, practicality. It really appears in our life and is closely related to us, such as a product manual, a city map, a book catalogue, a flight boarding pass and so on. The purpose of reading them is to get relevant information from them most of the time, so as to solve practical difficulties and problems encountered in life. Second, intuition. The use of tables and charts is concise and clear, covering a lot of information, and contains rich information in a limited space. These intuitive discontinuous texts are often the presentation forms of some research results, and their own information is self-evident. The third is logic. Discontinuous texts are usually fragmentary, with obvious framework and clear structure. The relationship between text information, the relationship between text content and practical problems is clear at a glance, especially the text containing charts. Some abstract relationships are described by specific legends, which is convenient for readers to read and understand information. Take the following Guangzhou mock exam as an example.
Read the following materials and fill in the appropriate sentences on the lines of the text.
Esprit accompanied the tutor to attend an academic conference in Guangzhou, and prepared to go from
Guangzhou Railway Station takes the subway to guangzhou east railway station. They are standing on the ground.
Discuss the route before the railway route map.
The tutor said, "What's the most convenient way to take so many routes?"
And then what? "
Fourth Sister said, "I think it should be ①?"
The tutor said, "According to your words, we should take Line 5."
Transfer to Line 3 at Zhujiang New Town Station. "
Fourth Sister said, "⑵?"
The tutor said, "Then tell me."
Fourth Sister said, "⑶?"
The tutor showed a satisfied smile.
Guangzhou subway route map
The subway icon shown by the title is a true representation of life. If we want to get to our destination accurately by subway in real life, we must be able to get relevant information from the chart. This is the basic skill of life. In addition, the passage provided by the title requires us to fill in the relevant blanks, which is also solving a simulated life problem. In order to get a reasonable answer, students must think comprehensively through nonlinearity, combined with the graphics and situational content of the article. According to the requirement of "the most convenient way to ride", students can get several ways to ride by reading pictures and materials, and then choose the "most convenient" one to answer. It is particularly noteworthy that from the content of the picture, the standard of "most convenient" should be defined as "less transfer times" and "less stops". This is the most straightforward understanding of "convenience", and we can't think from the perspective of "less time" just because pictures can't provide "time" information.
Reference answer?
(1) Choose the route with the least number of transfers and stops.
(2) It's a bit far, and there is another route. what do you think?
(3) Take Line 5 and transfer to Line 1 at Yangji Station. It's only eight stops to get there.
Third, the meaning of reorganization information.
Discontinuous texts especially emphasize the reorganization of information. According to the development theory of schema reading, the meaning of schema exists in the reader's mind, which depends on the reader's initiation of schema knowledge in the brain during reading. In other words, different people will get different information induction for the same picture.
For example, different readers will reorganize different reading meanings in the form of Chinese characters:
① The evolution of Chinese characters is characterized by the gradual weakening of pictographs and the gradual simplification of glyphs.
② From the characters of "fish" and "horse", it can be seen that both Xiao Zhuan and previous Chinese characters are related to pictures, with strong pictographic features and complicated strokes.
③ The gradual simplification of glyphs is closely related to social and economic development.
④ Simplification of Chinese characters is beneficial to the development of culture.
Different readers can reconstruct different reading results for the same article according to their different cognitive levels. 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 a variety of materials are presented to readers, readers will explore the connotation behind the surface of the text from the different meanings of "discontinuous text". At the same time, schema knowledge can be started to predict, infer and integrate, and then the text can be understood as a whole. Continuous text reading lies in the re-creation of the text, which produces the re-creation of the text and new reading experience in the reader's mind, not just being "persuaded" and dragged by the author's writing. The subjectivity of discontinuous text lies in extracting and grasping the text information and internalizing it into the ability to solve problems. Although these points are related to the subjectivity of readers, one is the creation of text, and the other is the reorganization of text information from person to person.
Fourth, reflect on the evaluation of information.
The purpose of reading "discontinuous text" is not to evaluate the ideological connotation, expression and writing style of the text, but to draw meaningful conclusions from an objective perspective. For example, by reading the water consumption chart, you can get the information of total water consumption. From this information, readers can think about the results of domestic water use activities. Too much water consumption means that we haven't done enough in water saving, or that we lack water saving consciousness.
For another example, read the following questionnaire.
The composition score control group of college entrance examination conducted a survey on the influencing factors of senior three students' compositions, and the results are as follows:
Specific content proportion of project name
5 1.55% of language expresses sentences, vocabulary, words, punctuation marks and rhetorical devices.
Hierarchical structure, transition 2 1.55%
Ideological content center, material, analysis 26.90%
Please write two conclusions according to the situation reflected in the chart:
(1) Please summarize the situation reflected in the chart.
(2) As a student, your inspiration comes from
The second question is to ask students to reflect on the information feedback from the form. Of course, because the information provided by the form is relatively concentrated, the content of students' evaluation and reflection is also relatively concentrated, but this is a kind of ability training. In the future real life, when we encounter complex "big data (tables)", we have the ability to evaluate and reflect on the information, so as to become the masters of life without getting lost in the ocean of information.
It is particularly noteworthy that the out-of-context here does not involve perceptual evaluation of good, evil, beauty and ugliness, but an objective and fair explanation. In this sense, the objectivity of discontinuous text reading is incomparable to that of continuous text reading.
Based on the four reading directions of discontinuous text reading, we should pay attention to the following teaching strategies to cultivate and improve students' discontinuous text reading ability.
First, strengthen the cultivation of logical thinking ability.
Due to the fracture characteristics of discontinuous text and its "fragmented" nonlinear reading mode, it is necessary to read discontinuous text accurately from discontinuous text.
In order to obtain information and solve problems in continuous text reading, readers' logical thinking ability must be strengthened. Such as 20 14.
Transformation of Guangdong Volume Map.
? Look at the following three pictures, contact the text of the second picture, and the other two pictures are accompanied by text, which requires relevant content and strict logic. The number of words in each place must not exceed the given number of spaces (including punctuation).
[If! Support list] ①? [endif]？ (2) When you cross the equilibrium point, take (3)
I am surprised that I will go higher and higher.
I was surprised to find that it was going downhill.
For example: ① From low to high, you will stand higher with each step. It turns out that only by finding a balance point can we stand at the top.
In order to answer this question accurately, strict logical thinking ability is essential. To understand the "map", we must first understand the components of the map; Then observe the details of the picture, even observe its subtle changes in connection with the first and third pictures, so as to grasp the content and significance of the second picture; Finally, compare the information of "map" with the corresponding text information one by one to find out the corresponding points or information between them. On the contrary, we can also find out the corresponding points or corresponding information of the two (pictures and words) in the "map" according to the text information. For example, read the map first and get the information of the map, that is, "people", "balance beam" after crossing the balance beam, and "balance beam" inclines downward, and then compare these information with the text to find out the corresponding contents: "people" corresponds to "you" and "crossing" the balance beam.
It can be seen that without strict logical thinking, the reading of this set of discontinuous texts will be incoherent and inaccurate. Therefore, it is very important to deal with the reading of discontinuous texts and cultivate students' rigorous logical thinking ability.
Secondly, return to life and emphasize situational awareness.
In modern social life, discontinuous texts are everywhere, such as bus stop signs, brochures, maps and so on. Discontinuous texts appear in our lives in various forms and have strong social and practical values. For example, each scenic spot provides a detailed map. When you get lost in the scenic spot, you can find the direction according to the map. You can find the best route while playing. Students can transfer what they have learned in class to concrete life practice and cultivate their practical ability. At the same time, it also makes preliminary preparations for students' future survival and development in society.
Another example is the 20 15 Guangzhou 2 simulation test paper, question 22.
Please fill in the appropriate content on the horizontal line of "Registration Reply" according to the chart and explanation below to make the meaning coherent and complete.
The chart of the topic is real in life. Charts and text descriptions, * * * together constitute a set of discontinuous texts with complete meaning. When solving problems, students must put themselves in this life situation, put themselves in their own shoes and solve problems reasonably.
Third, strengthen the practical use of language.
Because discontinuous text can carry more information than continuous text, it also has strong generalization ability.
Sex can concisely and generally express complex content that needs a lot of language description. Therefore, strengthening the language expression training of discontinuous text reading is an essential link to accurately complete discontinuous text reading. For example, Van Gogh's famous painting Sunflower, a painting carries a lot of information, such as the contrast of colors, the emotion given, the intensity of writing, the mood when creating, the painter's background and experience. A picture expresses a thousand words. After reading this picture, the information in the picture is accurately expressed, thus completing the reading process. Strengthening the practical application of language is also the need to solve the problem of discontinuous text reading. In recent years, "Discontinuous Text" reading questions have appeared in college entrance examination papers all over the country many times, and if you want to achieve ideal results in the exam, you must have strong language and writing skills. It is easy to get everyone's approval.
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