Research On The Current Situation And Improvement Strategy Of Annotated Reading Teaching In PrimarySchool High School Section ——Takes Yangzhou Y Primary School As An Example

Reading teaching is an important part of Chinese teaching,which plays an important role in cultivating students' perception,understanding and appreciation ability.With the deepening of the new curriculum reform,more and more attention has been paid to the cultivation of students' reading ability and personalized,especially for the students in the critical period of reading ability development,it is very important to acquire an efficient reading method.As a kind of teaching mode that combines annotation reading method with Chinese teaching,annotation reading teaching is the inheritance and reform of ancient comments,and also accords with the idea of new curriculum reform.It respects students'self-experience and advocates the spirit of dialogue,which can effectively improve students'reading ability and the quality of reading teaching.Therefore,it has received the attention of many front-line Chinese teachers.Based on the clarification of relevant core concepts and the elaboration of the theoretical basis,this study uses questionnaire survey,interview and classroom observation to investigate the status quo of annotated reading teaching in the senior section of Y primary school in Yangzhou.It is carried out from five dimensions:the overall cognition of the annotated reading teaching,preparation before class,classroom implementation of annotated reading teaching,teaching evaluation of annotated reading teaching,and expansion and application of annotated reading teaching.According to the survey,some teachers have a shallow understanding of the teaching of annotated reading in the senior section of primary school.The design of teaching objectives is not clear,and the teaching characteristics of annotated reading are not highlighted.Lack of systematic and standardized annotation requirements and guidance in the teaching process;The subject of teaching evaluation is single and the evaluation standard is rigid.Improper connection between internal and external teaching of annotated reading.The main reason lies in the lack of theoretical guidance and training for teachers.Teachers do not fully interpret the text in the stage of lesson preparation;Teachers pay too much attention to form and lack innovative thinking;Teachers do not give students sufficient space of independent evaluation;Teachers pay insufficient attention to students' comments after class.Through the investigation of the current situation of annotated reading teaching in Y Primary School,the existing problems are summarized and the causes are analyzed.On this basis,targeted improvement strategies are proposed,which mainly include the following five points:teachers should deepen their understanding of annotated reading teaching;Make good preparation before class to improve teaching effectiveness;Strengthen annotation guidance in class to guide effective annotation;Perfect the feedback system of annotation reading teaching evaluation;After class,strengthen and expand the application,consolidate the effect of annotation.The above improvement strategies are proposed to improve the effectiveness of the teaching of annotated reading in the upper grades of primary schools,and it is hoped that this study can provide some references for front-line Chinese teachers and scholars studying related issues.