The Strategy Research Of The Primary High Learning Stages Of Annotation Reading

Annotations teaching of reading is under the guidance of teachers, students autonomous punctuate text, to be able to express a personalized experience reading the text of a learning method has meaning with text, diversified perspective,subjective reading and allowed "misreading" and other characteristics.From the high learning stages of primary school language teaching starting current practice of annotations reading teaching, analyzes the main problems of the field investigation, interviews with teachers and other ways to understand. On the basis of theoretical research and educational practice, the author proposed "Layered annotations " and "Annotate- Feedback- Reannotate " classroom teaching mode,hoping to inspire their teaching field workers.In this thesis, the following three parts:The first part, the theory of annotation teaching of reading construction. In addition to receiving aesthetics it has been proposed, constructivist learning concept, "learning tool" Vygotsky’s theory, the author from the perspective this text that Genette’s "deputy text" theory also provides for the annotation reading teaching doctrinal basis, comments are "deputy text", not only to explain the text of the content,but also with the body of this together, constitute a new text, to the works of a richer connotation.The second part, The present situation and problems of annotation teaching of reading. Through questionnaires and interviews with teachers in the form of education to understand the current practice of teaching reading annotation exists disorganized,lack of focus, lack of overall care, weight light paper, questioned the lack of other issues.The third part, Practice and Countermeasure of annotation teaching of reading.Based on academic research, it implemented the teaching practice and exploration,proposed "Layered annotations" and "Annotate- Feedback- Reannotate" Classroom Teaching Mode. "Layered annotation method" is based on students’ cognitive characteristics proposed. It separate reading into three levels, each level has a different learning objectives and with the corresponding annotate methods. "Annotate- Feedback- Reannotate" teaching mode design based on "Layered annotations ",emphasizing the guiding role of teachers, pay attention to timely evaluation.