The Research On High School Chinese Teaching Methods About Making Comments On Reading Classical Chinese

According to the requirements of the high school Chinese curriculum standards,classical Chinese reading teaching in high school should attach great importance to the real experience and feelings of the students' reading,train the students' ability to find and solve problems,respect students' subjectivity and creativity of reading,and help teachers and students to speed up the promotion of their own professional quality and and the perfection of their own professional skills in the interaction.And the traditionally annotative reading teaching is a feasible way to achieve this goal.This thesis analyzed current situation of making comments on senior high school classical Chinese studying by questionnaire survey and interviewing method,collected materials by literature research method,practiced in teaching process by action research method.It mainly expounded from the following three aspects.Firstly,the thesis discussed three important concepts," classical Chinese","making comments in reading","making comments on reading teaching of classical Chinese ",meanwhile expounded the characteristics of "making comments on reading teaching of classical Chinese" from two aspects.Secondly,this thesis investigated and analyzed students and teachers,found that there are both positive aspects and shortcomings in teaching method about making comments on classical Chinese,and pointed out the reason for the problems from two aspects of teachers and students.Thirdly,this thesis emphasized on how to make comments on classical Chinese,which is the core content of this research.This part can be summarized as four points: the overall adjustment of teaching plan;the preparation of both teachers and students for making comments on reading;the examples about making comments by teachers and students together;the effects and deficiency of making comments on reading teaching.The highlight of this article is that the annotative process of the teaching strategies in class is based on the text,the presentation of the common notation cases and the analysis in detail,especially the appreciation in the notation,adding titles and the notation of homophonic puns and that using “one point” as the center of the divergent lenovo notation is the innovation of this study,which has the significance of reference to the classical Chinese annotative reading teaching research.