The Strategy Of Cultivating Thinking Ability In Classical Chinese Teaching In Senior High School

Since the promulgation of the Chinese Curriculum Standards for Senior High Schools(2017),the curriculum goal of thinking development and promotion has been paid more and more attention.It is closely related to the use of language and writing,is an important way for students to transfer their abilities.However,the current classical Chinese teaching emphasizes too much on the knowledge and neglects the students'thinking training,which leads to the increasingly rigid classroom teaching mode.In order to break through the current dilemma of classical Chinese teaching and to seek efficient and high-quality classical Chinese teaching classroom,it is necessary to build a basic thinking training framework to realize the effective migration of individual thinking.This thesis can be divided into six parts.The introduction part mainly introduces the purpose and significance of this study,the research summary,and explain the research path and research methods of this paper.The first chapter mainly clarifies the definition of thinking ability and the reasons for its combination with classical Chinese teaching.On the one hand,cultivating students' thinking ability is in line with the requirements of pedagogy and psychology;on the other hand,improving students' thinking ability is also the requirement of teaching objectives.The second chapter mainly investigates the problems and causes of the cultivation of thinking ability in classical Chinese teaching.Through interviews,this paper finds out the problems existing in current thinking teaching and analyses the causes behind them.The third chapter puts forward some strategies for the cultivation of thinking ability in classical Chinese teaching.The way of thinking cultivation in classical Chinese teaching can start from two aspects:image thinking and logical thinking.In some classical Chinese teaching,which wins "with exquisite emotion,it is more suitable to use image thinking to penetrate appreciation,while for some classical Chinese with clear reasoning,it is more suitable to use logical thinking to penetrate appreciation.In the aspect of image thinking,we mainly use the rhythm of classical Chinese and imagery words to cultivate students' perceptual beauty,while in the aspect of logic thinking,we mainly use grammatical knowledge and function words of classical Chinese to cultivate students' understanding of the rational beauty of classical Chinese.The fourth chapter explores practical evaluation methods based on the training results of image thinking and logical thinking to ensure that teachers can monitor the improvement of students' thinking ability.The detection and feedback form of thinking ability is not fixed.The core of the evaluation strategy is to grasp the training points of different thinking ability,and then construct the corresponding evaluation form.The conclusion part summarizes and reviews the full text,pointing out some difficulties and places that need to be noticed in the actual teaching,in order to provide a certain reference for the teaching of classical Chinese.