Teaching Junior High School Language Study Thinking Ability

In order to achieve the goal of cultivating the Chinese Language and Literature Thinking Ability (CLLTA) of middle school students, improve the students’ interest in learning and academic achievement, the ideas and methods of cultivating CLLTA of middle school students were discussed in this paper. It is based on author’s one semester teaching practice in junior middle school and guided by the basic ideas of teaching thinking. According to the nature of Chinese language and literature discipline and requirements, as well as the characteristics of junior middle school students’ thinking development, the author proposed three basic principles of cultivating CLLTA, analyzed the problems in teaching practice, and summed up five kinds of cultivating methods.Research methods used in this paper are literature study, observation, experiment and so on. Based on the literatures and previous theories, the basic principles of cultivating CLLTA were proposed. Through the observation of classroom teaching, the problems of cultivating CLLTA were analyzed. Based on author’s one semester teaching practice, five kinds of the methods of cultivating CLLTA were explored.This paper consists of five chapters:the first chapter is introduction, mainly introduced the reasons for selecting this topic, research methods and objectives. The second chapter is literature review. The author analyzed the definition and classification of thinking, the definition of thinking ability. The present situations of the thinking ability training at home and abroad were summarized. Finally the theoretical researches and the practice explorations of CLLTA cultivation were discussed.. The third chapter is theoretical construction. It is divided into four parts. The first part is theoretical bases. It includes constructivism theory and Lin Chongde’ intelligence theory that focus on thinking structure; The second part introduced five common thinking methods in Chinese language and literature; The third part discussed Chinese language and literature thinking qualities. They are profundity, flexibility, originality, agility, critical thinking based on the above discussions, the fourth part summed up the basic principles of cultivating CLLTA.The fourth chapter is problems analyses. It is analyzed from the classroom questioning, the training of thinking quality, the penetration of thinking methods and classroom interaction, The fifth chapter is practical exploration. It introduced the author’s practice to explore the cultivation of CLLTA in junior high school students by using concrete teaching examples. Five kinds of cultivation methods respectively are:First, formulate a clear teaching goal, and make a thinking training plan. Second, create a good teaching environment, and cause the students’ cognitive conflict. Third, based on language knowledge teaching, teach students thinking method. Fourth, design the series of training, and strengthen the training of thinking quality. Fifth, pay attention to classroom interaction and reflection, and emphasize the cultivation of non-intelligence factors.