Using Multi-text Reading to Teach Chinese Reading at a Chinese Senior High School
Abstract
Background and Aim: Reading in Chinese is recognized as an important competency in language learning. This paper aims to study the effects of multi-text reading teaching techniques on students' reading ability in a high school Chinese reading program.
Materials and Methods: Multi-text reading is an important material in Chinese reading learning. The effects of multi-text reading on high school students' reading ability in Chinese reading instruction were investigated through interviews and tests.
Results: Multi-text reading is better than single-text reading for helping high school students get better at reading. This method promotes divergent thinking and reading techniques and helps students navigate the information-rich modern world. By using multiple texts and putting an emphasis on thematic and intertextual reading, multi-text reading supports students' methodical and thorough language and reading development.
Conclusion: Reading multiple texts helps high school students become more proficient readers by encouraging a variety of reading approaches and methodical comprehension. It successfully combines intertextual and thematic learning, equipping students for the information-rich modern world.
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