Research On Junior Middle School Self-reading Text Teaching Based On Annotated Reading

The unified compilation of Chinese textbooks for junior middle schools sets a trinity reading teaching system of "teaching-reading-self-reading-extra-curricular reading".Self-reading texts are different from teaching reading texts,which aims to transfer the knowledge learned in teaching reading texts to self-reading texts for independent learning,so as to improve students' learning autonomy and Chinese literacy.In terms of arrangement style,the self-reading text sets up a side batch which is not taught to read the text,and the side batch is in the same line with the ancient Chinese reading method "comment point".After inheriting and developing the "comment" reading method,Sun Liquan has formed a new concept of reading--annotation reading.The educational goal of annotated reading and self-reading texts is the same,so the application of annotated reading in the teaching of self-reading texts has a very high compatibility and significant value.This study will adopt the investigation method,observation method,literature research method and case analysis method to sort out the historical development and theoretical basis of annotated reading teaching,conduct in-depth questionnaires among students and interviews with teachers,analyze the status quo of annotated reading in self-reading texts,and summarize the existing problems and causes.This paper discusses the practical application of annotated reading teaching in self-reading texts.This paper is divided into six parts: The introduction part introduces the background,significance,literature review and research methods of this research,laying a foundation for the later research.The first part of the main body summarizes the teaching of annotated reading,combs the historical basis and modern exploration of annotated reading,and expounds the theoretical basis supporting the teaching of annotated reading.Th e second part of the main body analyzes the feasibility of the application of annotation-type reading teaching in self-reading texts,expounds the compatibility of the two from the aspects of "educating people with the same orientation" and "assisting the reading system to assist the annotation",and summarizes the four main values of the application of annotation-type reading teaching in self-reading texts.The third part of the main body uses the method of issuing questionnaires to students and interviewing teachers to investigate the current situation of annotated reading teaching of self-reading texts.Through the collation and analysis of the survey data,the problems and reasons existing in the current teaching are summarized,which provides ideas for the research in the following paper.The fourth part of the main body explores from four aspects: "teachers change teaching concepts and strengthen students' annotation habits","Standardizing annotation methods and differentiating stylistic differences","Paying attention to practical application and comprehensively annotating self-reading texts","strengthening evaluation feedback and testing annotation results",supplemented with specific lesson examples,providing method suggestions for front-line teaching.In the last part,the key content and research results of this study are summarized and stated.This study tries to apply annotated reading to the teaching of self-reading texts in accordance with the theory and practice,so as to provide new teaching ideas for the teaching of self-reading texts,so as to promote the development of reading teaching,optimize classroom teaching and improve students' learning level.