A Study On The Teaching Status Of "Annotation Unit" In The Unified Version Of Primary School Chinese

The independent arrangement of "annotation unit" is not only the highlight and innovation point of the unified edition of primary school Chinese textbooks,but also the key and difficult point of primary school Chinese teachers in reading teaching,which is of great significance to the cultivation of students’ Chinese reading quality.Since the unified edition of primary school Chinese textbooks was put into full use in the autumn of 2019,the "annotation unit" has gradually attracted the attention of experts,scholars and front-line teachers.However,it remains to be studied whether the teaching status of the "annotation unit" is what,the teaching effect is what,and whether the teachers really implement the teaching value of the annotation unit.Based on this,this paper takes the teaching status of "annotation unit" in the unified edition of primary school Chinese textbooks as the research direction.In order to explore the teaching status and teaching effect of "comment unit",this study firstly adopts literature analysis method to conduct in-depth research on "comment","comment unit" and other aspects.Then,168 teachers and 263 students from four primary schools in S City were taken as survey objects.Questionnaire and interview methods were adopted to understand the teaching status of teachers’ "comments unit".Questionnaire survey was adopted to investigate students to understand the teaching effectiveness of teachers.The teaching objective is not clear;There are mistakes in the selection of teaching content;The choice of teaching method is single;Teaching evaluation concept lag and other problems.It is found that in terms of teachers’ teaching effectiveness,there are students’ poor performance in obtaining verbal information.Students’ wisdom and skills are generally effective;The students’ cognitive strategies are generally effective;Excellent learning attitude of students;Students’ learning and transfer ability is better.The main reasons are as follows: teachers’ study of the "commentary unit" textbook is not deep;Teachers misinterpret the purpose of the "comment unit";Teachers do not have a deep understanding of the content arrangement logic of "comment unit";Teachers lack multiple awareness of the method selection of "annotation unit";Teachers’ evaluation of "comment unit" is too utilitarian.In view of the existing problems,the corresponding teaching strategies are put forward:first,in the aspect of deeply studying the teaching material and grasping the teaching of "comment unit",we should grasp the design concept of "comment unit",pay attention to the knowledge relevance of "comment unit",and strengthen the personal cognition of "comment unit".Second,in the reasonable setting of teaching objectives and promoting the development of annotation ability,we should set the objectives closely related to "Chinese elements",reflect the diversification of annotation thinking,and reflect the main body of students.Thirdly,in terms of determining the teaching content based on the textbook,we should take the unit lead as the starting point and accurately grasp the teaching content.Choose teaching content based on text teaching;Develop teaching content with the aid of other learning blocks.The fourth is the comprehensive use of a variety of methods to carry out the "annotation unit" teaching.The appropriate method should be chosen based on the characteristics of annotation knowledge.Based on the text arrangement,build learning support.Fifth,in reforming the concept of teaching evaluation and paying attention to diversity,we should carry out multiple evaluation based on curriculum arrangement.Discard utilitarian concept and carry out evaluation to promote students’ development.