Research On The Teaching Of High School Chinese Reading,Which Points To "Thinking Development And Improvement"

The senior high school is a critical period for the development of thinking.To explore scientific and reasonable methods of thinking cultivation is an issue worthy of in-depth discussion by researchers.Since Ministry of Education initiated the revision of Chinese Curriculum Standards for Ordinary High Schools(Experiment)in 2014,the concept of “Chinese core competence” has been officially proposed,and “thinking development and promotion” is one of the keys of it.The proposition of this core concept lays down an important position of thinking development in high school Chinese teaching.However,how to develop students' thinking is a severe issue faced by educators.This paper attempts to clarify the main tasks of thinking cultivation and seek effective strategies by combining the teaching practice of high school Chinese reading with the full reference to the research results of previous generations.This paper aims to promote the development of students' thinking.On the basis of fully studying the teaching of high school Chinese reading,first of all,it uses the method of literature analysis to study the origin,current status,significance and methods of the research about “pointing in the direction of thinking development and promotion” in high school Chinese reading teaching,then the domestic and foreign scholars' researches are summarized.Secondly,Theory of Constructivism Learning and Zone of Proximal Development are used as the theoretical supports.On the basis of clarifying the relevant concepts of the connotation of thinking,thinking quality and thinking development,a questionnaire is used to investigate the causes of the current thinking development of Chinese reading teaching through a survey of several ordinary high schools,such as reading process is not further,students' thinking lacks depth;reading texts is shallow,students' thinking lacks profoundness;reading process focuses on the conclusion,students' thinking lacks dialectical characteristic;reading levels are disordered,students' thinking lacks logic,etc.Finally,based on the practical problems in the questionnaire,the author puts forward four strategies,that is “to take advantage of the text creation space to promote the divergence of thinking”;“to utilize the classroom question design to improve the depth of thinking”;“to launch extensive comparative reading to strengthen dialectic of thinking” and “to make full use of thinking maps to strengthen the logic of thinking”.The innovation of this paper lies in analyzing classroom teaching cases on the basis of observation,carrying out literature review and questionnaire,and studying how to optimize the teaching of Chinese reading with the key idea of “thinking development and promotion”,so that it can improve students' thinking in the process of reading teaching.Based on this,the author explores the implementation strategy of Chinese reading teaching of “pointing in the direction of thinking development and promotion”,and hope to contribute to developing students' thinking and core competence.