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近日,我县举行了初中语文教师指导“非连续性文本阅读”优质课竞赛。从整体看,有的选手对非连续性文本阅读把握得比较好,选用的材料多为文本类、表格类、图画类,引导学生阅读比较到位;有的选手却仅限于对非连续性文本阅读试题的解题指导;还有的选手仅上了一篇课文,完全没有非连续性文本阅读的特色。据此,引发了我的一些思考,诸如“非连续性文本”究竟是什么?“非连续性文本”阅读有什么作用?我们又该如何开展“非连续性文本”学习?
Recently, our county held junior high school language teacher guidance “non-continuous text reading ” quality class contest. On the whole, some athletes are better at reading non-continuous texts. Most of the materials used are texts, forms and drawings, guiding students to read more. Some players are limited to reading non-continuous texts Problem-solving guide; some players only on a text, there is no non-continuous text reading characteristics. Accordingly, some of my thoughts sparked, such as “Discontinuous Text ” what exactly? “Discontinuous Text ” reading what is the role? How do we do “Discontinuous Text ” learning ?