A Study On The Teaching Strategy Of Narrative Text-annotated Reading In The Senior Elementary School

Reading teaching has always been an important part of Chinese teaching,but there are still some problems in the actual teaching process.In such cases,the annotation type reading teaching method has emerged.Notation type reading teaching is fully respect the student individuality reading teaching,students in the process of reading according to their own life experience and the knowledge level of text interpretation,with the method of making comments on text literal notation or symbolic notation,write down their feeling into words,thus gradually improve reading ability.In this study,a number of relevant literatures were reviewed,and questionnaire survey and interview method were used to analyze the status quo of the annotation type reading teaching in the senior year of primary school from the two dimensions of teachers and students.With internship opportunities in school at the same time,walked into the classroom,listen to and watch his narrative text notation type reading teaching case,collect students' notation notes,sorting and analysis of the text of notation.At last,through investigation and text analysis,summed up the current notation type reading teaching problems,the concrete from two aspects of teachers and students has carried on the problem analysis,and then according to the result of investigation,puts forward some strategic thinking,including notation type reading teaching requirements of teachers and students,notation type reading teaching preparation,design the notation type reading teaching the general process and notation type reading teaching in specific teaching by using some of the strategic thinking.