Research On The Strategy Of Developing Critical Reading Skills In Chinese Teaching

Critical reading, an effective form of creative reading, has aroused great attentionin the United States, Britain, Germany and other western countries, where schools set upcritical reading course to cultivate students’ critical reading ability. However, in ourcountry, critical reading does not get enough attention and there are few theoreticalresearch on it. In the current context of the implementation of new curriculum, it isextremely important to make a research on how to develop students’ critical readingability so that they develop the consciousness of finding and solving problems anddevelop innovation ability.Critical reading is a reader-centered reading mode, which is based on the students’active reading. Critical reading involves multi-level, multi-lateral and deep reading.Students go through not only the whole process of perception, a preliminaryunderstanding, but also the reflection on the content, evaluation of the content andinnovation of the content. On this basis, critical reading ability includes the ability toexplain, to analyze, to assess, to infer, and meta-cognitive ability from a staticperspective. While, from the dynamic perspective, critical reading ability includesrecognizing, understanding, analyzing, making judgments, making assumptions,inspecting and so on. This essay will compare the Chinese curriculums, teachingmaterials and classroom teaching in China and European countries and the United States.And on this comparative study, the author thinks that the strategy of developing criticalreading ability includes two aspects, developing students’ critical reading attitudes andcritical reading skills.This essay will talk about the current situation of developing students’ readingability in Chinese teaching. Then based on the reality that the teaching content blurred and that teachers speak a lot instead of students constructing themselves and thatstudents lack the awareness of meta-cognitive. This essay holds the view that.The expectation vision, deep knowledge, meta-cognition are the importantelements in developing students’ critical reading ability in how to teach reading inChinese teaching. Firstly, teachers must fully study students, learn their expectationhorizon and then determine teaching content and teaching strategies according tostudents’ cognitive ability and real-life experience in order to stimulate students’expectation vision. In the contradictory movement of directional expectations andinnovative expectations, students’ cognitive structure will be reconstructed, changed andexpanded, thereby improving their critical reading ability. Secondly, the establishingreaders’ or students’ consciousness and guiding students to take the initiative to developcritical reading are the key to developing critical reading ability. Thirdly, learningknowledge is a necessary prerequisite for developing ability. Only the knowledge whichis deep and complete can be changed into students’ ability. Times urges us to learn todiscover and create knowledge and become the owner of knowledge, not just rely on theprevious researches and theories to improve students’ ability. This article argues thatknowledge about value, methods and facts is particularly important. Finally, themeta-cognition, arousing great interest in20thcentury, can help students knowthemselves and adjust their learning so that they can improve their learning efficiencyand become the master of learning.This article presents expectation-horizon strategy, the deep knowledge strategy,and meta-cognitive strategy.