Research On The Annotated Reading Teaching Of Classical Chinese Prose In Junior High Schoo

Classical Chinese prose is the cream of traditional culture,the important content of the subject of the high school entrance examination,and also the key and difficult point of Chinese reading teaching.Yet,there are still some problems in the teaching of classical Chinese prose in junior middle schools.Annotated reading advocates "self-dominator" and self-interpretation,which is in line with the trend in development of current education.Therefore,annotation reading teaching with this reading method as the core arises at the historic moment.This teaching method can cultivate students’ independent reading ability and has significance and value in all kinds of literary styles.Throughout the academic research on the teaching of annotated reading,most of the academic achievements focus on the macro level,the specific style of micro research is less,there is still a certain gap in the study of classical Chinese prose.In view of this,the author,based on the selection of classical Chinese prose in the unified compilation of junior high school Chinese textbooks,carries out specific research on the teaching of annotated reading of classical Chinese prose in junior high school.In addition to the introduction and conclusion,this paper is divided into four chapters.First chapter,this paper sketchs the type of reading teaching of junior middle school classical Chinese prose notation related content,define the notation type reading teaching connotation,Outlines the five characteristics of reading teaching,the notation from practice and theory two aspects analyzes the notation type reading teaching is put forward on the basis of,on this basis to discuss implementation secondary type value and the significance of reading teaching of classical Chinese prose notation,And from the number of selected articles,style of style,class type of three points of view to analyze the unified compilation of junior high school Chinese textbooks Chinese prose selection.In chapter two,in order to fully understand the actual situation of the teaching of annotated reading of Classical Chinese prose in junior middle school,the author designed a questionnaire and an informal discussion,and randomly surveyed teachers and students in the practice school.The survey results show that the majority of teachers and students hold a positive attitude towards the teaching of annotated reading in Classical Chinese prose,but there are still some problems in the implementation process.The author sorted out and analyzed the problems found in the investigation from the two levels of teachers and students respectively.The third chapter,Proceed from reality puts forward the strategies and suggestions for improving the teaching of annotated reading of classical Chinese prose in junior middle school,so as to bring the maximum value of the teaching of annotated reading of classical Chinese prose into full play.The policy recommendations are from three perspectives of teaching guidance,classroom implementation and evaluation system: first,strengthen teaching guidance,clarify the form and position of annotation,expand the content of annotation and prepare the lesson well;Second,standardize the classroom process,pay attention to pre-class preview,cooperative exploration,expansion and migration;Third,perfect the evaluation system,pay attention to the comprehensive evaluation content,realize multiple evaluation subjects,and formulate scientific evaluation standards.In the fourth chapter,the author designs a case of annotated reading teaching based on the core concept of annotated reading teaching,the specific requirements of curriculum standards and the characteristics of classical Chinese prose,and makes a specific analysis.