Practical Research On The Application Of Marginalia Of Chinese Self-reading Texts Of Junior High School Chinese Textbook

Compared with junior high school Chinese textbooks published by People’s Education Press,the textbooks published by the Ministry of Education have a more scientific teaching system and structural division.The junior middle school Chinese textbook in the Ministry of education edition changes “skimming reading texts” to“self-reading texts”,and the editors had also set up marginalia for self-reading texts to help students read independently.Junior high school students’ autonomous learning ability is limited,so the editors had set up marginalia beside the self-reading texts to help students read independently.However,according to the author’s investigation and study in the process of junior high school Chinese teaching practice,it is found that the traditional teaching mode has been running for a long time,teachers can’t quickly adjust to the changes in the teaching material system,so the marginalia set for self-reading texts in the textbook has not been fully used in teaching.Based on the textbook of junior middle school Chinese,this paper focuses on the self-reading texts in the textbook,which mainly includes four aspects.The first and second part gives a detail analysis of the self-reading texts and their marginalia in the junior middle school Chinese textbook.And the writer analyzes them from three angles: type,characteristics and value.Through the analysis of the contents of the side batch of self-reading texts in three grades,the researcher roughly analyzes that there are three types of marginalia.The third part is the investigation and exploration of the current situation of the use of the marginalia of the self-reading texts.This survey takes some teachers and students of three middle schools in Tianmen,Xianyang and Zaoyang as the objects.In the investigation,the author found that most teachers and students have a superficial cognitive orientation to the self-reading text and its marginalia.On the application level,there are still great deficiencies in application methods and frequency.In view of these problems,the author makes an attribution analysis from both teachers and students.According to the problems found in the actual investigation,the fourth part puts forward practical application methods from the perspectives of teachers and students.Teachers should be establish an idea that named “students-oriented”,giving students autonomy.It is possible to simulate students’ interest.On the other hand,teachers should be committed to study the textbook and curriculum standards.Design student-centered teaching activities through marginalia when guiding students to learn self-reading texts;using the marginalia to raise extending questions and cultivate students’ problem consciousness;taking the criticism as a bridge,linking life with texts,and form a complete evaluation system to improve the quality of students’ annotations.When students are reading independently,they should actively implement the requirements of marginalia,training marginalia under the guidance of teachers,getting the skill of annotation reading.And they should reflect actively on the application of marginalia,and cultivate the reading "metacognition".Aiming at the problem that the marginalia of self-reading texts are not fully utilized,this paper makes an investigation and attribution analysis from the perspectives of teachers and students,and based on the content and side notes of self-reading texts in junior high school Chinese textbooks,analyzes how to use the marginalia of self-reading texts to improve the utilization rate of side notes,thus improving students’ independent reading ability and making a modest contribution to the promotion of the research on the improvement of junior high school students’ independent reading ability.