Study On The Evaluation Of Chinese Classroom Teaching In High Schools Based On Thinking Development And Promotion

The 2017 edition of the General High School Language Curriculum Standard(Experiment)promulgated by the Ministry of Education puts forward the concept of "core literacy",including "language construction and application,thinking development and promotion,aesthetic appreciation and creation,cultural heritage and understanding" and other four aspects.Thinking is the essence of language,language is the externalization of thinking,the development and promotion of thinking literacy is related to the development and promotion of the overall quality of high school students.Thinking development and promotion refers to the development of high school students' thinking ability and the improvement of thinking quality in the process of Chinese learning.Thinking ability refers to intuitive thinking ability,image thinking ability,logical thinking ability,dialectical thinking ability and creative thinking ability,and thinking quality refers to the profundity,agility,flexibility,criticism and originality of thinking.Based on the research on the current situation of Chinese teaching in three high schools in TS city,the author finds that "thinking development and promotion" has not been paid enough attention to in the concrete Chinese teaching activities.The reason is that teaching The teacher lacks the index system which can be followed about thinking development and promotion.In view of this,this paper focuses on the construction of a more operational index system,not only as the observation point of Chinese teaching,but also as the observation point of Chinese teaching evaluation.The first part of this paper is the introduction,mainly expounds the reasons for the selection of topics,the current situation of research at home and abroad and the methods used by the Research Institute.Through practical study and observation,the author finds that "thinking" literacy has not been paid enough attention in the current Chinese classroom teaching,and at the same time,in order to make the evaluation system of Chinese classroom teaching in ordinary high school more perfect on the original basis,the research on this topic has been carried out.The second part is the theoretical basis of this study and the related concepts of thinking ability and thinking quality of high school students,including the detailed interpretation and analysis of the relevant concepts such as literacy and core literacy,thinking ability and thinking quality,teaching and evaluation.The third part is the investigation result and the cause of the problem of the evaluation of Chinese classroom teaching in high school.The fourth part is through the evaluation of the current high school language classroom teaching basis and principles of the discussion,found its shortcomings,and according to the thinking development and promotion of the guidance of re-construction,in view of the above reasons,this paper proposed to give sufficient attention to the cultivation of thinking ability and thinking quality of high school students;The fifth part is the supplement of evaluation indicators and strategies.The sixth part is the conclusion part of the thesis,which is the verification and prospect of the research results,and puts forward the corresponding improvement strategy for the above problems.Finally,zhou Bangyan's "Su curtain cover" in the five textbooks required in the high school textbooks of the human teaching version as a teaching case,the results of the evaluation of classroom teaching based on the development and promotion of thinking are verified.