Middle School Chinese Culture Teaching Critical Thinking

Middle school students are in critical period of thinking development, it is necessary to train their thinking ability in their daily learning. In western countries teachers attach great importance to cultivate the students’ critical thinking, but the introduction of critical thinking in our country is later. The characteristics of Chinese subject provide many advantages in cultivating students’ thinking ability. So in this article I combined with the status quo of Chinese reading teaching, in order to discuss how to cultivate the students’ critical thinking in Chinese reading teaching.The thesis is divided into five parts:In the first part, I mainly introduce the research origin and significance of this thesis, analysis several key concepts such as critical thinking and Chinese reading teaching, state relevant research results both at home and abroad, and put forward the research methods in this thesis.In the second part, I interpret the constitution of critical thinking and its basic characteristics, and I list the key factors about the development of critical thinking, such as knowledge reserves, learning style and teaching methods.In the third part, I explore the cultivation of critical thinking in reading teaching in the junior middle school respectively from two aspects. Firstly, junior high school students’abstract thinking and openness thinking developed fast. Secondly, Chinese reading teaching focus on the construction of students’ spiritual world, and Chinese book rich in humanistic articles, as well as the fuzziness character of Chinese language, which makes the Chinese reading is suitable for cultivation of critical thinking.In the fourth part, combining the current status of Chinese reading teaching, I summarize the teachers’ awareness and behavior of critical thinking in Chinese reading teaching, as well as the students awareness and evaluation of critical thinking in Chinese reading teaching. For the negative impact of the factors of cultivating critical thinking in Chinese reading teaching, the author summarizes four factors.Such as the influence of Chinese traditional culture; the constraints of school management system; teachers’ knowledge structure is not complete and their teaching ability isn’t comprehensive; students knowledge reserves is limited, development foundation is weak. Teachers ignore cultivating critical thinking in Chinese reading teaching behavior including failed to in-depth implementation of the teaching goal of cultivating thinking ability; the consciousness of mining the critique of the reads is not strong; teaching process is insufficient, students are not positive in classroom activities; attaches weak importance to the teaching evaluation of students’ thinking ability.In the fifth part, in combination with teaching examples, I put forward teaching strategies and evaluation system of applying critical thinking training in the Chinese reading class in Middle school. Such as reshaping the Chinese reading teaching goal in the cultivation of critical thinking; selecting readings to provide students development foundation of critical thinking; optimizing of teaching methods to speed up the development of students’ critical thinking; improving academic achievement evaluation methods to promote the cultivation of students’ critical thinking.