Study On After-class Exercises Of Primary School Chinese Textbooks Published By PEP

Critical thinking is a high-level way of thinking.Its importance has been recognized by people long before the "critical thinking movement" in the United States.Critical thinking can help people break through blind obedience,learn to think independently and promote thinking innovation.In the 21 st century,an era characterized by information and globalization,the generation and dissemination of information is like a torrent.If we want not to be submerged by this huge torrent of information and confused by ambiguous views,people must have critical thinking.In order to cultivate students’ critical thinking,schools must develop through certain channels or carriers,and the Chinese subject is an important channel.This research takes the after-class exercises of primary school Chinese textbooks published by PEP as the research object,takes critical thinking as the research perspective,uses literature research method to define three core concepts of Chinese textbooks,after-class exercises and critical thinking,and combs the research status at home and abroad.This paper makes a detailed analysis and elaboration on the feasibility of this study from three aspects: the thinking characteristics of pupils,the characteristics of Chinese subject and the cultivation function of critical thinking of after-school exercises.According to the standard of Chinese curriculum,the classification of exercises in Chinese textbooks,the new classification of Bloom’s educational objectives and the research results of critical thinking,the final analysis framework is obtained by Delphi method.Using content analysis method to classify 998 after-class exercises in 12 volumes of elementary school Chinese textbooks,to test the reliability of the results of the classification of after-class exercises,and to make statistics and Analysis on the after-class exercises of critical thinking.It is found that after-class exercises of critical thinking are relatively small and unevenly distributed,the changing trend of year dimension is unreasonable,the design of questions is single,the content is not deep enough,and the expression of questions is not clear.To solve these problems,some suggestions are put forward,such as increasing the amount of critical thinking exercises after class,optimizing the distribution of critical thinking exercises after class,designing diversified critical thinking exercises after class,and enhancing the depth of critical thinking exercises after class.