A Preliminary Exploration Of High School Reading Teaching Practice That Promotes The Development Of Higher-order Thinking

With the acceleration of economic globalization and the rapid development of society,the competition for high-quality talents in various countries and regions of the world is becoming increasingly fierce.Our country is in the rising period of rapid economic development,and the society needs more high-quality talents with high-level thinking.Education is the most basic way to realize the goal of reserving high-level thinking talents for the country.At the same time,with the rapid development of information technology and the birth of new technologies such as artificial intelligence,the value of intelligent creation is more prominent,and the importance of developing students' higher-order thinking is beyond doubt.Many studies have been made on the cultivation of higher-order thinking in subject teaching at home and abroad,but most of them focus on natural disciplines such as mathematics,physics,chemistry and biology.There are relatively few studies on the development of higher-level thinking ability in the Chinese subject,and few of them focus on the exploration and development of higher-level thinking in the teaching of Chinese reading in senior high school.On the other hand,most of the previous studies on the development of students' higher-order thinking ability are in the category of theoretical discussion.There is a relative lack of literature on combing and stud ying reading strategies and guiding strategies from the dimension of higher-order thinking cognitive activities,and the combination with the characteristics of high school Chinese reading teaching is not deep enough.Therefore,this also provides a great space for the research of this paper to a certain extent.Based on Bloom's theory of taxonomy of educational objectives,combined with the specific implementation of reading teaching in senior high schools,and directed at developing students' higher-order thinking,this paper puts forward general ideas of students' reading strategies and teachers' guidance strategies from three aspects of higher-order thinking cognitive activities: integration and comparison,query and reflection,transformation and transfer,and makes in-depth evaluation of higher-order thinking cases and students' higher-order thinking.The questionnaires provide some reference and inspiration for front-line teachers to cultivate students' higher-order thinking ability in the specific teaching implementation.