Research On Teaching Strategies Of High School Prose Annotated Reading

Prose occupies a large part in the textbook where selected essays are classic and excellent literary works.However,prose reading teaching in senior high school can obtain different life experience and perception,set up correct values,by appreciating the author's personalized language expression and understanding the unique emotional characteristics of the article,and improve students' ability of aesthetic appreciation.Hence prose teaching must be closely connect to the text,taste the language,and recognize the author's emotional expression.Although there are still some problems in teaching situation of prose reading,for example,students do not comprehend author's emotion and have not enough reading experience.They separate from the interpretation of the text as well as the old theory of prose teaching.Influenced by the reading method of comment in China,front-line teachers try to improve the effectiveness of reading teaching by using annotated reading method,which conforms to the requirements of the new curriculum standard,respects students' dominant position in the class.Return the class to students,and reflects the dialogue of reading teaching.Under the guidance of teachers,students can make personalized comments on the teaching content by using the annotation method,so as to achieve the effect of "self-reading".At the same time,deeply understanding of the text also influenced by emotion edification.The implementation of prose annotated reading teaching is helpful for students to actively dialogue with the text,even express their unique reading experience,and cultivate their independent reading ability and aesthetic appreciation ability.Focusing on the annotated prose reading teaching method,firstly this paper summarizes the situation about the selection of text and the significance of implementing the annotated prose reading teaching in senior high schools,as well as the theoretical fulcrum is based on constructivism,dialogue theory,reception aesthetics and so on.Secondly,The questionnaire and interview method are used to investigate the states quo of the annotated prose reading teaching in senior high school,and the problems in the current teaching are found.Thirdly,relevant strategies are put forward--is mainly implemented in three aspects: teachers' preparation before class,students' annotation in class and the annotation on exchange between teacher and students.Teacher's preparation before class includes determining teaching objectives and classifying prose style;to cultivate students' interest in learning about the history of annotation interestingly;depending on the textbook,the teacher demonstrates the annotation method.The students' annotation during class mainly include free annotation which can respect students' reading experience;basing on the text content to annotation the connotation of ideological;annotating the artistic skills is establishing in the characteristics of the text.The approach of the exchange between students and teacher is as follows: setting up the theme and exchanging the annotation;sharing annotation by organizing the activities.Meanwhile,according to the teaching practice and relevant literature,this paper shows the teaching example of the annotated prose reading,promoted to be more optimized through the evaluation of research results.And the reflection of the shortage in the practice,also try to find the improvement strategies.