In the real study and work, everyone will inevitably come into contact with papers. Thesis is a comprehensive style, through which we can directly see a person's comprehensive ability and professional foundation. How to write a thoughtful and literary paper? The following is a model essay on the significance and methods of Chinese reading teaching annotations in primary and high schools for your reference only. Let's have a look.
abstract:
The ultimate goal of Chinese teaching is to cultivate students' academic accomplishment and make them have good listening, speaking, reading and writing abilities. Among them, reading ability is one of the basic abilities of students, and it is also an essential ability in primary school. Annotation reading emphasizes active creation and helps students improve their innovative ability. This paper discusses the annotation reading teaching for senior primary school students, first discusses the main points and practical significance of annotation reading teaching, and then discusses the development methods of annotation reading teaching for senior primary school students.
Key words:
Upper grades of primary school; Chinese teaching; Annotation reading;
At present, the efficiency of Chinese reading teaching in primary schools is worrying. The reason is that the energy invested by teachers and students is not proportional to the expected results, and the status quo of "getting twice the result with half the effort" has not been fundamentally changed. The author believes that annotation reading teaching is the main breakthrough to change the current situation of Chinese reading teaching. Using annotation reading mode can help students to read the content deeply, develop good reading habits in the process of understanding, learn to read efficiently and strengthen their reading ability.
First, the focus of annotation reading teaching
Annotation reading is a dynamic thinking process of personalized practical activities with students' active research as the main way. In the process of reading practice, students can use their existing knowledge and ability to understand the content of the article, and try to have a "dialogue" with the characters in the article to achieve multi-level understanding and sentiment, and then mark the understanding and sentiment in the article. In this annotation process, students present their own thinking track and express their thoughts and feelings, thus realizing self-development and improving reading quality.
Annotation reading teaching can be analyzed from two angles: students' learning and teachers' teaching. From the perspective of students' learning, annotation reading is a reading method that can better reflect students' autonomous learning ability and personalized reading. Students can mark their own views and opinions in the article, including some innovative ones. For teachers, annotation reading embodies the teaching concept of Chinese reading in the new period, pays attention to students' independent understanding and sentiment, deepens students' reading depth, and is a breakthrough in traditional reading teaching. Senior primary school students have initially acquired the reading comprehension ability. If teachers can provide students with extensive reading space, they can not only improve their reading analysis ability, but also accumulate knowledge in extracurricular reading, which is of practical significance to the all-round development of students and the formation of academic literacy.
Second, the practical significance of annotation reading teaching
(1) Annotation reading promotes students' autonomous learning ability.
Annotation reading is a dynamic thinking process. Students can analyze the text content according to the reading theme, combine their own life experience and knowledge structure, understand and feel the emotions in the text from different angles, express their thoughts and realize their own development. Over time, students can develop the ability of lifelong learning.
(B) Annotation reading reflects the students' dominant position.
According to the Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition), reading is a personalized behavior, and teachers' analysis cannot replace students' reading practice. Annotation reading provides students with a more free space to understand knowledge, and students can mobilize all kinds of senses to participate in cooperation and think and explore on this basis. Only in this way can students' dominant position be guaranteed. They don't need to acquire knowledge passively, but actively explore the connotation and value of the text from the perspective of understanding, forming a unique understanding and sentiment. Senior pupils can begin to try to dominate their own reading thinking mode and thinking process. Teachers should play more roles as guides and questioners in students' learning process, and should not interfere with students' main reading research process.
(3) Annotation reading promotes students' individualized development.
In the process of annotation reading, the content of students' annotations is not limited. They can express what they have learned and thought in words, and integrate their emotions into words, which not only meets the individual learning needs, but also promotes the development of students' personalized quality. This way of reading emphasizes the reader's subjective initiative, so that every student can have his own understanding, re-recognize himself from his works and gain an independent reading experience. At this time, students have the right to speak independently, and try to play the role of the author or even the text in the reading process, so that they can express more creative opinions from the emotional point of view.
(D) Annotation reading has realized the communication of multi-party information.
The process of students' annotation is actually the process of integrating different levels of knowledge into annotation information, so as to realize the collision with the text. These collisions can be embodied as "communication" with the author's thoughts and "conflict" with life experience. In any case, each student's feelings in annotation reading are different. In the process of communicating with other students and teachers, we can discuss controversial parts and realize multi-dimensional and multi-directional dialogue.
Thirdly, the development method of Chinese annotation reading teaching in senior primary schools.
(A) Guide comments, content import
Annotation reading is not exactly the same as taking notes, it is more inclined to let students understand knowledge from different angles, thus developing good annotation habits. In the preview stage, the teacher can explain the relevant theoretical knowledge to the students first, and then let the students freely annotate before class. Specifically, students can be divided into groups of four to learn from each other and discuss their opinions. In the initial stage, students' comments are generally simple, mainly in words or symbols, that is, they summarize the basic content of each paragraph in simple words and express their understanding and sentiment around some words and sentences. In order to improve the effect of annotation, teachers should demonstrate and provide a learning platform for students. With the help of teachers' annotation demonstration, students can not only deepen their understanding of the text content, but also annotate with examples effectively, making reading teaching more targeted.
For example, when learning the article "Egret", the teacher can design the teaching process and annotation reading scheme in advance. In the initial stage of teaching, the aim is to enable students to complete the study of basic words and articles, and in the subsequent knowledge understanding, complete the understanding and feelings of what they have learned, and expand and extend the original content. Teachers can ask the following questions:
1. From what angles did the author describe the egret?
2. Which part of the text best reflects the characteristics of egrets?
Students can mark impressive words and sentences with symbols or words around these questions, so as to understand the content of the article. In the specific description, "snow-white withered hair", "streamlined structure", "distinctive long beak" and "blue feet" are all the key comments of students. [1] After finishing, the teacher focuses on guiding students to learn the part "Egret is forgotten by beauty because of its vulgarity", and on the premise of understanding the meaning of the text, read out the emotions hidden behind the text.
Teachers can guide students to study again in combination with the creative background of their works. It was the second stage of War of Resistance against Japanese Aggression. As a producer of party member and China, Guo Moruo praised the excellent character of patriots and expressed his political pursuit with the image of "Egret". Although the egret can't sing, it is a song in itself. Just like those who work in ordinary posts in life, their work is not special, and their performance is not earth-shattering. However, their existence should be respected. Such annotations can help students understand the thoughts and feelings behind the works, and also play an important role in promoting the cultivation of students' thinking ability and innovation ability.
(B) paragraph understanding, situational learning
Paragraph annotation can choose some representative paragraphs, so that students can learn annotation methods. For example, in the learning process of Talepool the Hunter, the teacher can ask, "What impression did Talepool the Hunter leave on you?" Students can choose some descriptions with special significance from the article, such as enthusiasm and dedication. In the process of students' annotation, teachers can patrol, focus on some representative annotation contents, provide some directional guidance for students, and make students' annotations more targeted and effective. When students can try to interpret a sentence in a paragraph, it means that they have been able to make associative annotations on the basis of the original emotional annotations. The deep connotation of "understanding the meaning of the text" is actually to guide students to feel the characteristics of the content expressed in the article, and then analyze it on this basis.
At this point, the teacher can ask further questions: "When all the villagers have successfully escaped from the flood, what will they think and say for the first time?"
In order to solve these problems, teachers can guide students to analyze the sentences about Talepool's actions, language and psychology in paragraphs 7 to 10, and make independent comments during reading, so as to carefully understand the quality of Talepool and the emotions contained in it [2].
Generally speaking, annotation reading needs to provide students with enough reading time, so that they can think and communicate around key paragraphs, think independently and highlight students' dominant position. The result of students' feedback to teachers is also the teacher's wonderful speech and innovative thinking, which is helpful to the formation of students' academic literacy. The fundamental purpose of situational learning is to develop students' language ability. Annotation reading, as a learning method that conforms to the characteristics of Chinese subject and students' individual ability, can better reflect students' autonomy and creativity with the help of teaching advantages.
(C) Annotation reading, after-class reflection
Annotation reading needs to be optimized and improved through reflection and summary after class. For example, when learning "wonderful" and "terrible", teachers can assign teaching tasks: annotate the different attitudes of father and mother, imitate the language in the text to describe emotions and reflect on their own life experiences.
Annotation reading focuses on the integration of knowledge and key points, rather than marking all the contents. It can get rid of the shackles of traditional teaching knowledge standards and is conducive to the formation of students' personality. The reflection and summary after class should also be based on the reading process. [3]
To sum up, annotation reading plays an important role in Chinese teaching in senior grades of primary schools, and both teachers and students should realize its advantages. As a teacher, we should establish a new teaching concept, position ourselves as the organizer and promoter of students' learning activities, choose reasonable teaching methods and promote students' emotional experience; As students, we should learn to break through the traditional conventional reading methods under the guidance of teachers, develop good annotation habits, learn to communicate and cooperate in reading, and learn to annotate effectively in thinking.
Four. refer to
[1] Liu Xiao. On the Problems, Causes and Countermeasures of Chinese Annotation Reading Teaching in Primary Schools from the Perspective of Symbolic Interaction Theory —— Taking Yangmiao Primary School as an example [J]. Extracurricular Chinese (2), 20 18(8).
[2] Xie Jing. Using Reading Annotations to Activate Students' Thinking —— A Study on Annotation Strategies in Chinese Reading Teaching in Primary Schools [J]. New Curriculum, 20 19(7).
[3] Hu. Only by using pen and ink can you read a good book —— An analysis of reading strategies of Chinese annotations in primary schools [J]. The road to success in composition (2), 20 18(2).
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