On The Cultivation Of Scientific Thinking In Expository Text Reading Of Junior High School Students

The penetration of PISA reading literacy idea and the reform idea of Shanxi junior high school examination show that the students' reading ability is not to be cultivated for examination-oriented purposes,but to be based on the students' future development ability.Reading comprehension ability is the core of reading ability,and paying attention to it is helpful to the development of junior high school students' learning.The most important way to develop the ability of reading comprehension is to cultivate students' scientific thinking.According to the Nine-year compulsory Curriculum Standard,Chinese courses are devoted to developing students' ability of using Chinese and improving their comprehensive literacy.This kind of comprehensive accomplishment requires teachers to develop students' thinking while cultivating their sense of language.When reading explanatory text,students should be able to grasp the basic point of view of the article and obtain the main information.This requirement reflects the importance of cultivating students' scientific thinking in the course of teaching.According to Piaget's theory of cognitive development,junior high school students are in a critical period of transition from image thinking to abstract thinking.The teacher should seize this critical period,cultivate the students to extract information,analyze the comprehensive ability,and change the wrong educational concept of excessive emphasis on stylistic knowledge in the teaching of reading in the past,which can not only help students develop their thinking,but also help to cultivate the students' ability to adapt to the development of the future society.Based on the teaching materials published by the people's Education Publishing House and the Ministry of Education,this paper selects the main content of the current middle school students,namely,"Chinese Stone Arch Bridge","Suzhou Gardens".At the same time,the author goes deep into the classroom,observes the teaching situation of the front-line teachers,analyzes the typical cases,and interviews with the front-line teachers,and finds that there are two shortcomings in the teaching of narrative reading.That is to say,the teaching goal is separated from the teaching content,and the teacher lacks the effective guidance to the students' scientific thinking training.Further,suggestions for improvement are put forward from three aspects: educational idea,mode of thinking and language sense.First of all,teachers should renew their educational concepts,break the pattern of thinking and pay attention to the cultivation of scientific thinking.In the process of teaching,teachers should also pay attention to the integration of teaching objectives and teaching contents.Teachers should pay attention to the cultivation of ability of extracting information and comprehensive analysis.Finally,teachers should make students pay attention to language accumulation and strengthen understanding and analysis of text content based on perception.