Research On The Teaching Theory And Application Of Chinese Annotated Reading In Junior Middle School

Reading teaching is the core of Chinese teaching and an important way to improve students' Chinese literacy.Annotated reading teaching is a kind of dialogue reading teaching.It fully respects the reader's subjective status and personal experience,carries out equal communication between teachers and students,students and texts,reflects the subjective initiative of reading,develops the reader's creative thinking and cultivates the reader's critical thinking.It plays a positive influence and promotion on the improvement of students' reading ability and the cultivation of language literacy.Effect.In recent years,many front-line teachers have devoted themselves to the research and exploration of annotated reading teaching,and have achieved many results.But in general,there are more applications and less theoretical studies.The purpose of this paper is to discuss its meaning,basis and method in detail from a theoretical point of view,and to analyze it with a case study.This paper mainly adopts a series of research methods,such as literature method,case analysis method and investigation method.According to the research topic of "annotated reading teaching",various documents and materials are widely consulted,collected,classified and integrated,and the theoretical basis and practical operation of this reading teaching method are deeply understood.At the same time,combined with their own teaching practice,citing classroom cases,put forward improvement measures.The paper consists of the following five parts:The first part: Combining with the popularization and application of the current "Department Edition" textbooks,the new requirements for reading strategy teaching and the current situation of reading teaching are put forward,and the necessity of annotated reading teaching is revealed.It also combs the previous research on annotated reading teaching from two aspects of connotation and teaching methods.This paper clarifies the exploration of theoretical basis and historical origin and the practice of group reading in different styles.The second part: In combing and refining the relevant materials,the concept of annotated reading and annotated reading teaching connotation has been clearly defined.And from constructivism,acceptance aesthetics,historical tradition and learning characteristics of junior high school students four aspects to elaborate the implementation of annotated reading teaching provides theoretical and practical basis.Furthermore,it points out that annotated reading teaching has the characteristics of highlighting students' principal position,paying attention to the teaching of learning methods and cultivating students' cooperative spirit.It not only helps to cultivate students' habit of deep reading,but also helps students develop their personality and complete their self-construction.The third part: Starting from the injection of novel,prose and poetry,this paper explores the specific operation and annotation levels of annotated reading teaching in junior high school,and establishes the principles of relevance to class,concern for the present,emphasis on literature and ideology in the selection of text in group reading.Part ?: Combining with specific examples in teaching,this paper explores comparative reading and group reading of prose and poetry by means of annotation.The fifth part: Reflect on the problems existing in the teaching practice of annotated reading,such as the balance of individual differences,the development of learning evaluation and the distinction between intensive extensive reading and balance.