This article was published in the ninth issue of Guangdong Education High School in 2022.
Editor's note: Starting from 2020, the national college entrance examination has changed from the original discursive texts and practical texts to "modern text reading i non-continuous text reading (discourse and practical texts are combined into one)" also known as "informational texts". "Informational texts" are mainly used to obtain and use information, in order to understand the surrounding world and society, and have strong practicality, including biographies, news, investigative reports, popular science articles, reviews, essays, etc. The reading of informational texts has become the direction of Chinese curriculum reform and an important part of Chinese teachers' teaching. Cultivating students' informational reading ability has become an important goal of Chinese teaching.
In view of the fact that students cannot perceive the information text as a whole from a macro perspective, but only mechanically screen the information related to the answers, and fail to grasp the main points of the problem, resulting in low reading efficiency, the new classroom puts forward several suggestions: 1. We should have a sense of integration, screen information through integration, mark key words and sentences, and sort out the level and grasp the overall idea through integration; 2. It is necessary to have a sense of comparison, establish the correlation and comparison between texts, determine the answer interval with the help of reviewing the question stems, and also use integration and comparison to summarize and integrate the key points.
This article is Ms. Lin Xiao's interpretation of the review of informational texts, with the help of rooted text reading, with the help of college entrance examination questions to guide students to perceive the text as a whole, to improve students' thinking dimension and strengthen language literacy.
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