Study On The Annotation Of Classical Chinese Writings In Chinese Reading Teaching In High School

There are not only positive inherit and develop of traditional Chinese study andteaching, but also the requirement under the new curriculum standards to introducingthe annotative reading into Classical Chinese teaching in high school.For the purpose of improving class-teaching of classical Chinese efficiency andhelping students reads well, this paper have a systematic description through theproblems and implementation in annotative reading instruction. This paper consistsfive parts, the first part, including the presentation of questions, literature review，thepurpose of research, the meanings of research,research thought and method. And inSecond part, a concept definition was given to the annotative reading of ClassicalChinese teaching. Third part, the description of problems that is subsistent betweenstudents, teacher and teaching. For student, the problems can be listed as follows.Firstly, students are not clear about the method of annotative reading of classicalChinese, they are annotations are powerless, little to the purpose. Secondly, student’sannotations of classical Chinese is aimless and in low efficiency. Thirdly, students areseldom work together, they keeps their reading space narrowly. Moreover, forteachers, at first, it is hard for them to step out of the traditional Classical Chinesereading model, do not have roles they played changes.what’s more, teachers haveno sense of the annotative that is made by students and seldom interactive withstudents. Besides, teachers can’t give a well guidance function due to theirinsufficiency preparation of annotative. For teaching, there are no well combinativeand united between teacher’s teaching and student’s study. In fourth part, theimplementation strategy of annotative reading of Classical Chinese teaching,including the requirements of student and teacher, so as to the reflection andevaluation in teaching and study. The requirements for students can be listed asfollows. First of all, pre-prepare the lessons before class, annotative freely. Secondly,annotate emphasis parts to handle lessons in class.Thirdly,extendingextracurricular,annotative on-limits.So as to teachers, firstly, transition teachingconcept, improving self-accomplishment. Secondly. The using of introductionresource should take local conditions. Thirdly, leads the annotative view of studentcorrectly. Moreover, teachers should take part in annotative work， make the preparation of annotative lessons actively. Last but not the least, the combination ofteacher’s multiple roles makes the teaching become much more interesting. As a result,improving the reading quality of student and developing the teaching level of teacherthrough the reflection and evaluation of annotative reading for classical Chinese,make the lessons in a better atmosphere.