Investigation And Research On The Current Situation Of Annotation Reading Teaching In The Third Stage Of Primary School Chines

With the deepening of the new curriculum reform,it emphasizes the cultivation of students’ independent reading and personalized reading ability,and improves students’ reading level and reading ability.According to the Chinese Curriculum Standards for Compulsory Education(2022 edition),students should be encouraged and guided to read independently and express themselves freely,so as to cultivate their interest in reading.Record your reading feelings and experiences through various methods such as circles and annotations,and share them with others.In traditional primary school reading teaching,teachers are short of introducing and guiding reading methods to students and only pursue "standard answers" in reading.In the process of reading,students are not guided to think independently,lack of scientific and correct reading methods,and students rarely explain their understanding and thinking of reading content,which affects the effect of reading teaching.However,annotated reading teaching highlights students’ initiative and autonomy,emphasizing students’ independent reading and personal experience.On the basis of independent annotated reading of text structure and content,students are encouraged to question and express themselves boldly.This is conducive to the cultivation of students’ interest in reading,help to cultivate students’ independent learning ability,divergent thinking ability and other practical abilities,and help to change the traditional primary school reading teaching mode.Therefore,this study chooses this as the research object.Firstly,by collecting and sorting out relevant research literature on annotated reading teaching at home and abroad,the core concepts are defined,and constructivism and reader response criticism theory are taken as the theoretical basis of this study.On this basis,research is carried out according to the teaching value and teaching requirements of annotated reading,which lays a rich theoretical basis for the smooth development of research.Secondly,students and teachers in the third section of S Primary School in Guyuan City are selected as the research objects.By means of student questionnaire,teacher interview,classroom observation and other research methods,this paper carries out a multi-faceted and multi-angle investigation and research on the current situation of annotated reading teaching in the third section of primary school.The questionnaire data,interview information and classroom observation materials are reviewed and summarized.From the analysis of four dimensions of annotation cognition,annotation application,annotation interest and annotation evaluation,it is found that there are some problems in the annotated reading teaching in the third grade of primary school,such as teachers’ shallow cognition of annotated reading and teachers’ inefficient annotated reading teaching.On this basis,the author analyzes the main causes of the problems,including: schools do not pay enough attention to the professional theoretical training and guidance,teachers are affected by the traditional teaching mode of reading,students have not developed the habit of annotation and the evaluation standard of annotated reading is not perfect.Finally,according to the problems and influencing factors in the teaching of annotated reading in the third section of primary school,combined with relevant theories,targeted improvement strategies are proposed,such as strengthening teachers’ theoretical training and improving their annotated guidance ability.Precise positioning of teachers’ roles and establishment of annotated reading class;Cultivate students’ interest in annotation and develop good annotation reading habits;Multiple participation annotation evaluation,improve annotation reading evaluation standards.In order to the front line teaching practice.