Research On Annotated Reading Teaching Of Chinese Self-reading Text In Junior Middle School

Self-reading texts are an important design in the unified compilation of Chinese textbooks for junior middle schools.The help-reading system such as marginal notes and reading prompts also reflects the requirements of junior middle school Chinese teaching for cultivating students’ independent learning and reading skills.However,looking at the current teaching situation of Chinese self-reading texts in junior high schools,such phenomena as vague positioning and teacher-leading are quite common.Self-reading text should be an efficient reading practice field,but it often has little effect in classroom teaching.So it is an important task for junior high school Chinese self-reading text teaching to find efficient reading teaching methods.There is a similar educational orientation between annotated reading and self-reading text teaching,which provides an important basis for the annotated reading teaching of self-reading text;Moreover,this reading method also meets the training requirements for students in the Chinese Curriculum Standards for Compulsory Education(2022).Therefore,on the basis of the existing research results,the author intends to explore the relevant strategies of the annotated reading teaching of Chinese self-reading texts in junior high school in combination with his own teaching practice.This thesis is divided into five parts.The introduction part describes the reason for choosing the topic,the significance and methods of the research,and summarizes the relevant contents of the annotated reading teaching and self-reading text to understand the current research situation.The first chapter defines the relevant concepts of the annotated reading teaching of self-reading texts,specifically states the development of the annotated reading method and the relevant theoretical basis,indicating the scientific basis for the implementation of the annotated reading teaching of self-reading texts.The second chapter investigates the current situation of annotated reading teaching of Chinese self-reading text in junior high school from the perspective of teachers and students,summarizes the current problems and causes,and provides a practical basis for the proposal of the following strategies.The third chapter,combining the survey results and the specific requirements of the new curriculum standard,puts forward the annotated reading teaching strategy of self-reading text from the aspects of teaching preparation,teaching process and teaching evaluation.The fourth chapter is the practice and reflection of the annotated reading teaching case of the self-reading text.First of all,it selects the self-reading text for the annotated reading teaching design and carries out the teaching practice.Then it tests the feasibility of the above strategies from three aspects,including the evaluation of the teacher,the observation of the instructor and the demonstration of the students’ examples.Finally,through teaching reflection,it further improves the annotated reading teaching strategy of the Chinese self-reading text in junior high school.On the basis of scientific theoretical basis,this research focuses on closely connecting with teaching practice,exploring effective strategies of annotated reading teaching of Chinese self-reading text in junior high school,so as to give full play to the teaching value of annotated reading teaching and self-reading text,optimize the Chinese classroom,thus promoting the development of Chinese reading teaching and contributing to the Chinese education cause.