A Study On Tests For Modern Chinese Reading In Senior High School Based On Critical Thinking Examination

A Study on Tests for Modern Chinese Articles in Senior High School Based on Critical Thinking ExaminationCritical thinking is an important thinking ability.Cultivating and developing students' critical thinking is an important content to improve the core accomplishment of senior high school students.In recent years,the test for Subject of Chinese in university entrance examination has been trying to examine the critical thinking of students in the modern reading.This article mainly includes the following six parts:The introduction introduces the purpose and significance of the research,the main research methods,the status quo of the relevant research and literature,and the critical concepts of critical thinking,modern text and modern reading questions are defined.The first chapter analyzes the background of critical thinking examination in senior high school reading evaluation from the aspects of high school students' thinking characteristics and requirements of social development,Chinese curriculum standards,the requirements of Chinese reform in college entrance examination,and the importance of international mother tongue reading assessment.The second chapter introduces the characteristics of critical reading,the main theoretical basis of critical thinking and the evaluation criteria of critical thinking,which provides a theoretical basis for the following.The third chapter briefly analyzes the present situation and some existing problems of the critical thinking examination in the modern reading of high school Chinese.The fourth chapter introduces the definition and form of critical thinking in typical international reading tests such as SAT,PISA in order to sum up some rules and experiences as reference and reference.The fifth chapter mainly introduces the improvement strategies on critical thinking in modern reading evaluation of high school Chinese,and puts forward the following suggestions: Firstly,using different types of text that can be read critically,such as continuous text that can cause critical thinking,various forms of discontiguous text,combined text and even some problem text;Secondly,questions should be designed according to the characteristics of different types of texts,pointing to different critical thinking abilities;The third part is the question type and the assignment aspect: advocates to carry on the examination with the different question type,and uses the layer-by-level type to assign the score,causes the present in the test not to show.Be distinguished from the level of thinking.