Text Annotations Supplemented By "Group Reading"

Classical Chinese is an important part in high school Chinese teaching.The first chapter of this article introduces the problems that the author finds in current classical Chinese teaching through questionnaire surveys,and analyzes the reasons for these problems.The author believes that there are four major problems in classical Chinese teaching:low teaching efficiency;lack of appreciation;improper teaching methods;the lack of classical Chinese in extracurricular reading of high school students.Combined with the survey results and classroom observations,the author believes that the root of the above problems lies in the following three aspects:first,high school students have poor reading ability of classical Chinese;second,some teachers lack professionalism;third,the influence of college entrance examination propositions on teaching objectives.The second chapter introduces the value and limitations of annotation reading teaching and "Group Reading" in classical Chinese teaching,and discusses the feasibility and necessity of applying these two methods to the teaching of high school Chinese.After research,the author found that the annotation reading teaching has the following five values in the teaching of classical Chinese:first,improve the teaching rate;second,let students find their interest in the process of questioning and dispelling doubts;third,train students' thinking;fourth,encourage teachers and students to pay attention to text details;fifth,urge teachers to study the text in depth and improve professionalism.However,in practice,there have also been problems such as the student's endorsement deviating from the teaching goals,the contents of the student's annotation are too superficial and lack of emphasis.The value of "Group Reading" is mainly expressed in four aspects:improve the amount of reading;train students' thinking;teach literature at a higher level;promote teachers to improve their own attainment.Because most of the students have a poor base of classical Chinese,it is difficult to implement classical Chinese "Group Reading".As a result,the author only uses it as an auxiliary form of annotation reading teaching.The third chapter discusses three specific strategies for annotation reading with"Group Reading" in the teaching of classical Chinese:first,to improve the students'thinking ability,teachers can choose a variety of text presentation methods for annotation reading,taking group text as a material presentation in annotation reading teaching;second,organize "Group Reading" activities in and out of class to cultivate students'higher-order thinking,and guide students to use higher-order thinking that has been gradually cultivated in other reading activities to improve students' ability to appreciate classical Chinese;third,in order to improve students' reading quality of extracurricular classical Chinese and improve their reading ability during extracurricular reading,teachers can use students' comments or "reading lists" as a means to detect students'extracurricular reading and provide timely feedback.