批注式阅读教学受到越来越多的教师关注。批注式阅读教学直接体现学生的主体性与阅读的个性化，能够帮助学生深入理解文本，提升学生语文素养。当前，国内学术界已经对批注式阅读教学进行深入的研究，且成果颇丰，这大大的推动了批注式阅读教学的推广。但对批注式阅读教学的实施方式、实施效果等进行实证研究仍然不够丰富。有鉴于此，笔者对所在学校批注式阅读教学进行调查，且从实施方式、实施效果两个角度进行分析，以加深师生对批注式阅读教学的认识，推动批注式阅读教学的进一步发展。

本研究选择S小学为研究情境，采用个案研究的方式，通过访谈法、实物收集法和观察法对4位教师及10名学生进行资料收集。在对资料进行归纳分析的基础上，本研究分析了教师批注式阅读教学的实施方式、实施效果和实施反思。

研究发现批注式阅读教学的实施效果主要表现在：激发学生阅读兴趣，改变其阅读方式；有利于学生积累词语，促进学生与文本交流；促进学生思维发展，提升其思考能力；提高学生审美鉴赏能力，让学生学以致用；掌握批注方法，提升学生自主学习的能力。同时，研究也发现批注式教学运用到阅读教学过程中存在以下问题：学生对批注式阅读方法掌握不扎实、教师实施批注式阅读教学过程流于表面、学校对批注式阅读教学重视程度不够等。

基于以上研究发现，本研究对小学批注式阅读教学实施提出以下建议：教师应该运用多种方法，让学生熟练掌握批注式阅读方法；教师应以课堂为抓手，将批注式阅读方法进行延伸。学校层面需要重视对教师进行知识培训，以帮助教师们快速了解和迅速掌握批注式阅读教学。

More and more teachers pay attention to annotation reading teaching. Annotation reading teaching directly reflects the students' subjectivity and reading individuality, and can help students understand the text deeply and improve their Chinese literacy. At present, the domestic academic community has carried out in-depth research on annotation reading teaching, and the results are quite abundant, which greatly promoted the promotion of annotation reading teaching. However, the empirical research on the implementation mode and effect of annotation reading teaching is still insufficient. In view of this, the author investigates the annotation reading teaching in his school, and analyzes it from two aspects: the implementation mode and the implementation effect, so as to deepen the teachers' and students' understanding of the annotation reading teaching and promote the further development of the annotation reading teaching.

In this study, s primary school was chosen as the research situation. Four teachers and 10 students were collected through interview, object collection and observation. On the basis of data analysis, this study analyzes the implementation mode, implementation effect and implementation reflection of teachers' annotation reading teaching.

The research found that the implementation effect of annotation reading teaching is mainly reflected in: arousing students' reading interest and changing their reading mode; helping students to accumulate words and promote the communication between students and texts; promoting students' thinking development and thinking ability; improving students' aesthetic appreciation ability and making students learn to use; mastering annotation methods and improving students' ability of independent learning. At the same time, the research also found that there are some problems in the application of annotation teaching to reading teaching: students do not have a solid grasp of annotation reading method, teachers' implementation of annotation reading teaching process is superficial, schools do not pay enough attention to annotation reading teaching.

Based on the above research findings, this study puts forward the following suggestions for the implementation of annotation reading teaching in primary schools: teachers should use a variety of methods to let students master the annotation reading method; teachers should take the classroom as a starting point to extend the annotation reading method. At the school level, we need to pay attention to the knowledge training of teachers to help them quickly understand and master the annotation reading teaching.