A Study On The Application Of High School Language Textbook (Compulsory) Reading Aid System

The reading aid system,as a supplementary material in the reading process,plays an important role in the improvement of independent reading skills.With the widespread use of the unified version of the high school language textbooks,especially the updated section of the reading aid system,it is expected to solve many of the current problems in students’ reading.The new textbook,the new edition,and the new classroom have not yet formed a coherent teaching process,so we need to focus on the new section of the reading aid system and explore its application strategies in teaching practice.The thesis focuses on relevant theories and the current teaching situation,and is divided into the following four parts:The introduction briefly explains the origin of the thesis,the research object,the current situation,the significance of the research,the research ideas and methods.Through analyzing the journals and books related to the unified version of the high school language textbook(compulsory)reading aid system,the current research status and the shortcomings are sorted out,and the research direction of the thesis is clarified.The first chapter is about the concept and classification of the reading aid system in high school language textbooks(compulsory).Reading aid systems are supplementary reading materials that suggest learning objectives,learning contents and learning methods based on selected texts,which are conducive to students’ independent and personalized learning,enriching language practice activities,setting structured learning tasks and enhancing extra-curricular reading,and they have important values for students’ language,thinking,aesthetics and cultural comprehension in many aspects.Reading support systems can be divided into annotations,illustrations,and prompts,while these three categories can be divided into more specific categories in terms of content.The annotation category is divided into title introduction,phonetic and grammatical categories,knowledge accumulation and general cultural knowledge;the illustration category is divided into extra-textual illustrations and in-textual illustrations,and the in-textual illustrations are divided into cover illustrations and unit introduction illustrations,while the extra-textual illustrations are divided into character portraits,landscape pictures,plot scenes and physical(place)displays;the hint category is divided into unit introduction,learning hints and unit learning tasks.Clarifying the concept and classification of the reading aid system helps refine the application methods and deepen the theoretical basis of the teaching strategy section.The second chapter is a survey on the current situation of using the reading aid system in high school language textbooks(compulsory).The survey takes two groups of teachers and students as the respondents,describes the findings in terms of teachers’ and students’ awareness,use and evaluation of the reading aid system,and analyzes the current problems behind the actual classroom,striving to make the problems realistic and relevant.Among the problems with teachers’ use of the reading aid system are:monolithic use of annotations,ignoring the function of illustrations and fragmented prompt reading;students’ problems include: ignoring the gist of the prompts,relying on annotated references and appreciating the shallowness of the illustrations.Analysis of the problems can clarify the current state of teaching and learning and enhance the relevance of the teaching strategy chapters.The third chapter is about teaching strategies for the reading assistance system in high school language textbooks(required).Corresponding to the survey,suggestions for use are made from two groups:teachers and students.When using the reading aid system,the teacher group should expand the annotations,add annotations to the text,supplement literature and history,and read books outside the classroom;for the illustrations,they should focus on aesthetics,guide students to independently appreciate and write comments,and experience aesthetic creation;for the prompts,they should focus on the overall structure,coordinate the content,set structured learning tasks,and enhance core literacy.When using the reading aid system,student groups should pay attention to specific contexts and build problem awareness for the annotations;for the illustrations,they should use them to understand the text and experience the aesthetic process;for the prompts category,they should master the learning methods and think deeply.With this strategy,teachers and students can fully explore the usefulness of the reading aid system and bring its value into play.