Annotation-based Reading Teaching Of Junior High School Novels Under The Guidance Of Close Reading Of Text

Annotated reading is a reading teaching method that emerges in response to the requirements of curriculum standards and the needs of students’ reading practice,which is rooted in China’s ancient novel criticism theory and integrated with modern teaching theory,and the operability of its method and the scientific nature of theory have injected new vitality into reading teaching.Annotated reading has its own originality in highlighting the status of students’ subjectivity and paying attention to students’ personality and diversified development.However,in the actual teaching of annotated reading,due to the differences in teaching objects and the uncertainty of the teaching environment,the effectiveness of annotated reading is often unsatisfactory.To a large extent,the shortcomings of annotated reading teaching result from the difficulty of deep reading in teaching.As a new way of in-depth reading,text close reading can just make up for the fatal defect of students’ shallow reading,and it plays an important role in optimizing annotated reading teaching and cultivating students’ independent reading ability.Therefore,it is of great significance to introduce the text reading method into annotated reading teaching to awaken students’ individual interpretation and multiple interpretations,which is of great significance for cultivating students’ language use,thinking ability and aesthetic creation.This paper uses the literature analysis method,questionnaire survey method and observation method,takes the novel reading in junior high school as the research object,starts from the analysis of the compatibility between annotated reading and text close reading,carries out the current situation investigation and analysis on the basis of clear feasibility,and finally selects relevant theories and puts forward the close reading annotation strategy applied to the novel classroom from the perspective of teachers.This article consists of five parts:The first part is the introduction,which introduces the paper from four aspects: the origin of the selected topic,the research overview,the research ideas and methods,and the research innovation points.The second part is the opportunity to combine the text close reading method and annotated reading teaching,starting from the relevant concept analysis and theoretical foundation,focusing on the feasibility of combining the two,so as to provide a theoretical basis for the research to develop.The third part is the investigation and analysis of the current situation,which comprehensively investigates the whole process of annotated reading teaching from the two levels of student learning and teacher teaching,and conducts attribution analysis of the common problems of teachers’ survival to provide a factual basis for the next research.The fourth part is the application strategy of text close reading in the teaching of annotated reading of junior high school novels,which is the most important part of the research.On the basis of the rationality selection and analysis of the text reading method,the exploration is carried out from three stages: pre-class learning is emphasized,method application is emphasized during class,and writing implementation is emphasized after class.Among them,the application in the classroom is the core of reading learning,according to the laws of students’ physical and mental development and the artistic characteristics of novels,the annotation strategy is carried out from shallow to deep according to the process of "prime criticism-understanding approval-research and approval".The fifth part is a teaching design case of novel annotated reading,taking Fan Jin Zhongju as an example to show the specific application of the text reading method in the teaching of novel annotated reading,and present the design intention to provide reference.