Research On The Application Of Annotation In Classical Chinese Reading Teaching In Senior High School

The annotated reading teaching is a kind of teaching method with strong applicability,which absorbs the essence of the ancient method of criticism in China and incorporates the new ideas of the modern educational concept.Applying it to the teaching of Classical Chinese in senior high school not only conforms to the reform idea of the new curriculum standard,but also can promote the good development of Chinese teaching.However,there are still some problems in the practical application of the annotated reading teaching of Classical Chinese in senior high schools,and the academic community has not studied these problems thoroughly enough,so this paper will conduct a more comprehensive and detailed research on this topic.The main research is divided into the following five parts:Introduction,this chapter mainly discusses the research origin,research status and research methods.The first chapter is to state annotated reading teaching related overview.This chapter mainly include:firstly,the definition and category of annotated reading teaching;secondly,the features of annotated reading teaching;thirdly,the value of annotated reading teaching.These three parts are mainly expounded from the perspective of theory,which provide solid theoretical support for this research.The second chapter is to analyze the current situation of annotated reading teaching in Classical Chinese reading teaching in senior high school.This chapter mainly include:firstly,analyzing the survey data through orderly investigation;secondly,summarizing the problems existing in teaching according to the investigation results of the current situation;thirdly,analyzing the causes of problem according to the actual situation.The third chapter is to give the optimization strategy of high school classical Chinese annotated reading teaching.This chapter mainly include:firstly,careful preparation before class,clear annotation direction;secondly,in-depth study in class,cooperation and exchange of comments;thirdly,expand and extend after class to consolidate the annotation effect;finally,improving the evaluation system of annotation teaching.These four strategies are put forward in view of the problems existing in teaching,in the hope of making a contribution to the current teaching of annotation in classical Chinese.Conclusion,this part summarizes the research and reflects on the shortcomings of the research.