Research On The Teaching Of Annotated Reading In Exposition In Junior High School

Reading is an important link to improve the core literacy of Chinese,and it occupies a unique position in middle school Chinese teaching.Explanatory essays are genres with explanation as the main mode of expression.Most of them explain things and clarify examples.They are widely used in real life and are an indispensable reading module for middle school Chinese.However,there are still some problems in the teaching of explanatory text reading in reality.Mr.Ye Shengtao advocated that teaching should enable students to be able to read books without waiting for the teacher to teach."Annotated reading teaching" is one of the reading teaching modes that can help students develop their reading ability and achieve self-reading.As a useful attempt to nationalize Chinese education,it conforms to the reading spirit of the Chinese curriculum standards and is used in various styles.All have practical significance and exploratory value.At present,there are still some gaps in the research of annotated reading teaching of expository texts in academic circles.Therefore,it is possible to explore the application of annotated reading teaching in junior high school expository texts by taking the expository texts in the partially compiled Chinese textbooks as the main research object.First of all,the introduction part introduces the origin of the research and the value of the topic,summarizes the current relevant literature,clarifies the research content,and explains the ideas and methods of the research.The first chapter,from the department edition of textbooks,curriculum standards,existing teaching cases and other perspectives,analyzes the feasibility of annotated reading in junior high school expository reading teaching,at the same time,expounds the value of annotated reading teaching in junior high school.The second chapter,through questionnaire and interview,investigates the current situation of exposition annotated reading teaching in junior high school.Questionnaire survey results:students positive attitude,but insufficient ability;The annotation types and objects are varied but not balanced.High frequency of guidance annotation,but insufficient internalization;Classroom annotation and communication,but did not develop the habit of annotation.The interviews showed that the teachers’ cognition of expository annotated reading was experiential,with a positive attitude,a high frequency of annotation in lesson preparation and teaching,uneven annotation guidance,and a comprehensive cognition of the dilemma.The third chapter reflects on the general mode of annotated reading teaching,and further explores the related teaching mode of the junior high school expository annotated reading teaching.It proposes "teacher’s interesting introduction,demonstration annotations","students’ independent annotations,teachers view annotations","Teachers and students The teaching mode of several links such as exchanging annotations,teaching guidance,"summarizing,consolidating the classroom" and so on.The fourth chapter,from the perspectives of the style,genre,and discourse of the explanatory text,the relevant strategies for the explanatory text-annotated reading teaching are given,combined with the partially edited textbooks,for the reference of the majority of educators and learners.The fifth chapter explores the teaching practice of expository and annotated reading.This paper first reviews and analyzes the existing teaching examples of exposition annotated reading in junior middle school,and then carries on the teaching practice of annotated reading in the eighth grade Suzhou Garden compiled by the department,displays its teaching record,presents the students’ annotation record for many times,and carries on the teaching practice reflection.This paper tries to prove the validity and value of annotated reading teaching mode.