Research On The Cultivation Of Integrated Critical Thinking In Junior High School Subjects

Critical thinking is regarded as one of the four key competencies of the world and the basic skill of similar reading and writing in the Information age,and cultivating critical thinking has become a universal consensus among nations.Critical thinking,as an important part of students ' key competencies,needs to strengthen cultivation in the new curriculum reform based on key competencies.However,due to the influence of the way of thinking,social culture and traditional education,Chinese students developed a form of obedience and dependence on teachers,habits of passive acceptance,poor questioning,lack of rational speculation and active inquiry spirit.It was very unfavorable for overall healthy growth.In the secondary school stage,the student's thinking that reaches the level of abstract logical reasoning can solve problems or assumptions that have never been seen before by means of language and words.At this time,it is the crucial stage for cultivating students' critical thinking.If misses,it will not be worth the loss.Based on this,in the context of the new curriculum reform based on key competencies,this paper focused on the cultivation of critical thinking of secondary school students,that was,taking the Chinese teaching of secondary School as an example,to focus on how to effectively train and develop the critical thinking of secondary school students in teaching.Closely related to the research objectives,this paper adopted a combination of logical speculation and empirical research,and of quantitative research and qualitative research,which was divided into five parts.In the first part,I conducted a systematic study of critical thinking and its cultivation theories,sorted out the important assertions of famous scholars since Dewey,clarified the connotation and characteristics of critical thinking,pointed out that its core was to make a reasonable argument,and its formation process as a whole must go through the following stages: focusing on issues,analyzing the structure of arguments,clarifying the meaning of words,examining the quality of evidence,examining inferential relations,excavating implicit assumptions,seeking alternative arguments,and comprehensive evaluation.Then,this paper analyzed the theoretical basis of the cultivation of critical thinking.As for the training path of critical thinking,this paper held that the combination of critical thinking training with subject teaching was a more practicable way to cultivate critical thinking in basic education,in this study,we discussed the cultivation of critical thinking in the teaching of secondary school.In the second part,an empirical survey of the status quo of secondary students' critical thinking was divided into two parts.The first was to analyze some relevant domestic and foreign investigations.then,on the basis of the theory of measurement,a self-made measurement tool was used to conduct an empirical survey of the critical thinking ability of secondary school students in the three grades.The results showed that the level of critical thinking ability of secondary school students was generally low,and the development of critical thinking skills was uneven,but there was no significant difference between male and female students ' critical thinking ability.The third part analyzed the related factors that influence the development of students' critical thinking,mainly from the external and internal aspects of education and teaching.From the perspective of external factors,the deficiency of traditional thinking mode and traditional ethics,the negative influence of absolute monarchy and the misunderstanding of the general public leaded to the lack of critical thinking spirit.From the investigation of the training of students ' critical thinking in teaching,the teacher had not paid much attention to the cultivation of students ' critical thinking in teaching design,teaching process,homework arrangement and examination evaluation.In the fourth part,we systematically explored the training strategies of critical thinking with different orientations.Cognitively-oriented critical thinking training strategies which centered around making good arguments,focused on cultivating students' critical thinking skills.The ethical orientation of critical thinking training strategies focused on cultivating students' critical and democratic spirits.The emotional orientation of critical thinking training strategies focused on cultivating students' critical attitude or tendency.The application of critical thinking training strategies for each orientation provided examples to illustrate.The critical thinking strategies of each orientation supported each other and worked together to achieve a comprehensive cultivation of students' critical thinking.Part five was to explore the cultivation of critical thinking in the Chinese teaching,to probing into the strategies and methods of the combination of critical thinking training and subject teaching,to test the effect of this kind of teaching,and to provide reference for teachers to train students ' critical thinking in teaching.The results showed that teachers could consciously permeate the cultivation of students' critical thinking ability in the teaching process,and the students ' critical thinking ability and quality were developed obviously,which also indicated that it was feasible and effective to train students ' critical thinking in subject teaching under the background of new curriculum reform.In summary,this study had important implications both theoretically and practically.On the one hand,this study was an exploration of the application of western critical thinking and cultivation theories to the teaching situation in China,intending to lay the foundation for constructing the localized critical thinking training theory,thus enriching and developing our country's critical thinking and its cultivation theory.On the other hand,it was also to provide practical reference for students 'critical thinking training,and improvement and optimization of subject teaching in the new curriculum reform based on key competencies.