Study On The Labeling Problem Of Self-reading Texts In Junior High School Chinese Textbooks

The middle school Chinese textbook compiled by the Ministry of Education has increased the differentiation of the class type and added the bright spot of beside batch among them.As a guide of reading methods,it is not only a reminder for teachers to teach self-reading texts,but also a guide for students to learn to expand and transfer their application.It is an extremely critical node in the teaching process of self-reading texts and an auxiliary means to understand texts.Therefore,it is very necessary to strengthen the research on the side batch.At present,most of the research on the notation focuses on its type,characteristics,application status and teaching practice,and there is less research on how to use it in teaching to find the key nodes of text understanding and how to make students really learn to learn.This is where the power should come in.On the basis of teaching reading and self-reading in class,how to expand students' reading horizon,encourage students to read more and love reading,so as to truly implement the cultivation of the core accomplishment of "learning to learn",is exactly the problem that we should solve in the process of teaching self-reading text how to use the notation as the main teaching guide.In fact,it is often said that the focus and gaze of the problem of correct rather than false perception is required in the reading of the text.This paper takes the side batch of self reading texts in junior middle school Chinese textbooks as the research object.On the basis of systematically combing and studying the side batch nodes and their functions,using the method of questionnaire survey,this paper concludes that students mainly have the problems of unclear understanding and lack of ability,and teachers have the problems of insufficient attention,not deep use and not new creativity,and then puts forward the corresponding countermeasures,that is,students should clearly understand the concept,Give play to subjective initiative;Find nodes and improve application ability;Transfer knowledge and broaden application ability.Teachers should change their teaching ideas and optimize their teaching design;Comprehensive evaluation method to strengthen subject interaction;Adjust classroom teaching and strengthen after-school reflection;Advocate creative reading and flexibly use optimization strategies such as side approval.To solve this problem,we need to be very clear about the problems existing in the teaching and learning of the current reading text.Based on the in-depth research on notation,we need to clarify its concepts,explore its state,describe its functions,clarify its uses,and explain how teaching and learning work together.This paper focuses on the notation of the self-reading text in the junior high school Chinese textbooks.The thesis mainly consists of five parts.The first chapter is the introduction,which mainly clarifies the research origin,a research object and research significance,and the summarizes relevant literature from the characteristics,types,significance,application status,teaching strategies and other aspects of the annotation.The notation explains the importance of self-reading texts and notation,mainly analyzes notation nodes,distribution,proportion and content nature,and concludes the role of notation in integration and expansion,inspiration and migration,analysis and promotion.The third chapter carries on data analysis according to student and teacher two kinds of questionnaires.The fourth chapter summarizes the problems existing in the use of side batch by students and teachers on the basis of data statistics in the third chapter,and puts forward the corresponding optimization strategies.Find nodes to improve Chinese literacy;the knowledge transfer and optimization strategies for the deep reading.However,teachers have some shortcomings such as not paying enough attention,not using deeply and not creating new ideas.Promote creative reading,flexible use of notation;Comprehensive evaluation method,improves the subject interaction;improve after-class introspection,optimize teaching strategies and other optimization strategies.The fifth chapter,taking the ninth grade self-reading text "Grandma Liu enters the Grand View Garden" as an example,carries on the teaching design from the preparation before class,the teaching link,the teaching reflection and so on,take notation in the text as the clue,runs through the whole classroom teaching,gradually guides the student to understand,imitate,transfers notation,improves the student's Chinese reading ability.