Research On The Evaluation Of Classical Chinese Teaching In Senior High Schools To Improve The Quality Of Thinking

The "General Senior High School Chinese Curriculum Standards"(2017 edition)clearly requires that the improvement of students' core literacy skills is a top priority.The core literacy of Chinese language refers to the language knowledge and language ability that students acquire based on classroom learning,which is concentrated in emotions.Attitudes and values,ways of thinking and quality of thinking,among which the quality of thinking plays an important role in the development of students' core literacy.Especially in the teaching of high Chinese language,students can only improve the quality of classical Chinese teaching in high school classrooms by clearly understanding the main purpose and deep meaning of classical Chinese,grasping the superficial meaning and cultural connotation of classical Chinese words,learning to question and criticize,and trying to interpret the multi-innovative interpretation of classical Chinese.In order to achieve the goal of developing the core literacy of students' language subjects.However,today's high-Chinese language teaching evaluation mainly adopts the traditional Chinese teaching evaluation mode,which is mainly reflected in the fuzzy evaluation of the evaluation criteria,the narrow evaluation content,the single evaluation structure model,the evaluation subject and the evaluation method.This article is divided into four chapters.The first chapter expounds the significance of the improvement of thinking quality,mainly defines the evaluation of high quality Chinese language teaching,which emphasizes the quality of thinking,the evaluation of classical Chinese and the promotion of the quality of thinking,and the domestic and international evaluation of the quality of thinking,the teaching of high-quality Chinese reading,and the evaluation of Chinese reading teaching.Relevant literatures,using literature methods,case studies,action research methods and other research methods.Clarify the connotation,characteristics and development requirements of thinking quality in high Chinese language learning;clarify the main problems in the evaluation of high Chinese language teaching in the process of promoting the improvement of thinking quality;construct a high Chinese speech teaching evaluation strategy based on the improvement of thinking quality.The second chapter expounds the connotation and characteristics of the thinking quality in high-Chinese language teaching.At the same time,it draws on the requirements of the "Standards for Senior High School Curriculum(2017 Edition)" and "2018 College Entrance Examination Standards" to clarify the requirements of the high school exhibition.The third chapter expounds the status quo and reasons of the evaluation of thinking quality in high Chinese language teaching.Emphasis is placed on the main reasons why the evaluation of classical Chinese teaching is difficult to promote the development of thinking quality from the perspectives of teachers' teaching and students' learning.The fourth chapter puts forward the evaluation strategy of high Chinese language teaching in line with the improvement of thinking quality.It mainly discusses four aspects: high school language teaching evaluation concept,evaluation principle,evaluation thinking and evaluation strategy.Evading the traditional Chinese teaching evaluation model,starting from the requirements of the improvement of students' thinking quality,constructing the content,standards,methods and subjects of teaching evaluation.