The Research On The Critical Thinking Of Chinese Student From PISA

In recent years, Chinese students not only go around the world to communicate and study, but also participate in various international tests. PISA is one of them. In 2009, for the first time the Shanghai students took part in the test is ranked first in the world, which caused a shock to other countries, especially Europe and the United States. Some Western media said Chinese students’ success achieved today is like many years ago the Soviet union created the first man-made satellite as significant, the Soviet Union’s first artificial satellite, like create significant. However, a closer analysis of the test results found that, although the overall level of our students in the world is first, but score of the part associated with critical thinking is low. This phenomenon has aroused wide attention to the social and academic. PISA China Shanghai project team leader, deputy director of Shanghai Municipal Education Commission, min-xuanzhang has said that the core of PISA is not how much knowledge you learn, but how to apply the knowledge flexibly, which is a multi-dimensional evaluation. Eastern countries focus on learning of knowledge, while Western countries focus on the cultivation of the students’ thinking and ability; if the teaching methods integrate East and West would be more ideal model. That is to say, the ability of our students in terms of thinking and training is not enough; they just to master the knowledge on the books. Students coming into the classroom for learning, why did China and the west have a difference?Of course, many factors play a role for the developing of knowledge, thinking and ability. Due to objective conditions, the author selected language teaching material, which is used to the Chinese and western in the classroom, for analysis and research, expecting to find the influence of teaching material for students’ thinking and ability training. For Chinese teaching reform, this is an attempt and is significant to our country language teaching material to where to go in the future.This comparative study based on the samples of the readings on the subject and text types. In the related literature at home and abroad were studied on the basis of the formation of the specific research ideas are as follows:First, choose the representative American and Chinese reading textbook samples, and take the selection of teaching materials carefully study and comparison. Then, take the content analysis, discuss the difference between American and Chinese reading textbook samples which were accordingly categorized into several types including the natural world, emotional and moral affaires, historical and cultural tradition, patriotism and life skills aspects, and the impact on students’ thinking and abilities that may exist. Finally, combining with the actual situation of our country and Chinese curriculum reform, it should reflect on the deficiency of our language teaching material in the theme content and the use of non-continuity text and put forward some suggestions to our language teaching material in training students’ ability and thinking.Text analysis conducted in two major areas:On the one hand is the theme of the teaching material content, on the basis of reading teaching material. According to the article classifies the theme of the teaching material content between the two countries, there are five major categories, seven small classes. Five major categories, respectively is to focus on natural, emotional, moral, historical and cultural traditions, life knowledge and the ability of science and technology as well as the political and legal life, in which focus on nature and the political and legal life are divided into two categories also describe natural and human and nature, patrioticeducation and civic education and other types, so it is divided into 7 small classes. Then define the connotation of each category, and in accordance with the definition of the text to be encoded. Due to the teaching material content and form of each of the text is not uniform, namely a text may involve multiple themes, this study is carried out in accordance with the article expressed by the most content classification and coding. On the other hand is part of a text analysis. In reading through the teaching material, on the basis of according to the characteristics of the discontinuity of text to be classified as 8 categories:new words table, grammatical relations diagram, a variety of topic map, list and contrast figure, time axis, notification, schematic diagram, flow diagram. Then all kinds of other non-continuous texts define the type of encoded text. Due to the lack of the Chinese teaching material contents, this study mainly uses the quantitative method for American textbooks Journeys to the statistical analysis of the system provide reference for the future of Chinese teaching material.Through text analysis and content analysis, preliminary findings from the study is that the Chinese language teaching materials are more concerned about the emotional and moral, but also emphasize education in patriotism. This is the status quo of China’s lack of family education and basic conditions related to compulsory education is necessary in primary and secondary schools. However, in terms of historical and cultural traditions, the proportion of Chinese language teaching performance is smaller than the United States’. Although the theme of the article American patriotism is small, historical and cultural traditions share a larger proportion of the article, which is to cultivate the national sense of identity has an important role. In the interest of nature, life knowledge and technological capability theme, the proportion of American textbooks is larger, reflecting the fact that they are concerned about the objective, emphasizing students’ knowledge and experience life linked. Therefore, China should change the language teaching materials for state and national feelings which is too straight from the heart-style way of expression. It also can be appropriately increased historical traditions and culture of the article, invisible to students’ patriotism. Attention to nature, life knowledge and technological capabilities in the article should distinguish between subjective and objective, from the text itself rational and logical to do. The US textbook Journeys distribution analysis results in the proportion of non-continuous texts and continuoustext, meaning the continuous text put more attention to the human relations, in the traditional culture, history, ethics and other topics on the higher proportion of emotion; instead non-continuous text is concerned about the objective world, emphasizing the reality of a higher proportion of analysis and solve practical problems of nature, technology and other aspects of civic education. In order to cultivate creative talents to adapt to the needs of the era of globalization, our language teaching materials should be appropriate to increase the non-continuous text which is close to students’ life, social problems and the future development of students.