Research On The Problems And Improvement Strategies Of Chinese Annotated Reading Teaching In Junior Middle School

Chinese annotation reading teaching is a reading teaching method that combines the improved ancient annotation method with modern teaching theory.Its purpose is to help Chinese teachers apply advanced educational concepts,guide students to use annotation reading methods,and improve students’ reading ability.Chinese annotation reading teaching is a creative teaching method,which highlights students’ subjectivity,respects students’ personalized interpretation,promotes teachers’ professional quality and improves classroom efficiency,and has achieved good results in Chinese reading teaching.However,the researchers also found many problems.Teachers attach importance to the form of annotation reading teaching and the teaching effect is not good.Therefore,the research on Chinese annotation reading teaching in junior high school is very important.This research mainly adopts the methods of literature research and investigation research,and is divided into five parts.The first part is the introduction part,which includes six aspects: the basis of the thesis topic selection,the research summary,the research method,the research significance,the concept definition and the significance of junior high school Chinese annotation reading teaching.The second part is the investigation and analysis of the current situation of Chinese annotation reading teaching in junior high schools,which includes four aspects: the preparation of teachers’ annotation reading teaching,the classroom instruction of annotation reading teaching,the classroom evaluation of annotation reading teaching and the application instruction of annotation reading teaching after class.At the same time,the investigation was conducted from four aspects: students’ interest in annotation reading,the application of annotation reading method,the mastery of annotation method and the communication in annotation reading class.The third part summarizes the problems existing in junior high school Chinese annotation reading teaching by analyzing the survey results.Teachers mainly have problems such as insufficient preparation for annotation reading teaching,the teaching process becomes a mere formality,inefficient and useless teaching evaluation,and improper connection inside and outside the teaching.As for students,the main problems are low interest in reading class,inability to grasp annotation points,single annotation form and lack of communication in class.The fourth part analyzes the reasons for the above problems.The main reasons are: insufficient cognition of teachers’ annotation reading teaching,the teaching content is not rich,teaching evaluation is not diverse and incomplete teaching planning;As well as students’ lack of initiative in learning,limited reading ability,unsystematic mastery of methods and lack of cooperative awareness.The fifth part puts forward improvement strategies from the perspective of annotation reading teaching process.First,make clear the teaching process before class and do the preparatory work well.Second,in class,we should strengthen the instruction of annotation and cultivate the ability of independent reading.Third,do annotation exercises after class,expand the migration and optimize annotation.It is hoped that the results of this study can arouse the attention of junior high school Chinese teachers and provide some references for front-line teachers and scholars studying related issues.