A Study Of Structured Strategies To Promote The Development Of Higher-level Reading Ability In Elementary School Chinese

Cultivating and developing students’ higher-order thinking has become one of the goals of education and teaching in various countries.Research shows that low-level thinking skills,such as knowledge,understanding and application,which are used to construct high-level thinking skills,have been well taught in schools,while high-level thinking is rarely involved.Our teaching is still difficult to break through the level of knowledge points and ascend to the level of higher thinking.At the same time,Chinese reading is rich in the elements and requirements of higher-order thinking.From the"Primary Chinese Curriculum Standards",there are quite a lot of requirements at the levels of analysis,synthesis,evaluation and creation.On the other hand,the application of mind map and the corresponding design of learning activities have obvious advantages in guiding students to analyze articles,to form a holistic relationship and layout,to guide students to construct knowledge independently,to support students’ creative activities such as writing,and more to the part of higher-level thinking.Therefore,starting from the practice of primary school Chinese reading teaching and combining with the high-level development goals of reading,this study attempts to explore the impact of structured strategies on the high-level reading ability of-primary school Chinese.The research not only points to the refinement and construction of strategics,but also focuses on the high-level part of Chinese reading ability,which adapts to the direction of teaching reform and innovation.In this study,a large number of literature research and teaching observation confirmed the research ideas for experiment,and two classes of the third grade of primary school as experimental subjects for empirical research.Before the experiment,according to the basic level of students’ reading and writing,the experimental control class was selected.Through the division of high-level reading ability and the construction and implementation of structured strategy,the reading ability(especially high-level reading ability)and the development of writing ability of the two classes after the experiment were compared,in order to explore the impact of structured strategies on primary school(’hinese reading teaching,and whether or not.There are significant differences and changes.The results of the quasi-experimental study are as follows:Firstly,although structured strategies have little effect on the overall reading ability of primary school students,they have a significant impact on the high-level reading ability of students.At the same time,through the analysis of the writing results,it is found that structured strategies have significantly promoted the improvement of pupils’ writing level,especially in the layout of writing strategies.It can be seen that structured strategies not only promote the development of students’ high-level reading ability,but also promote the transfer of reading ability to writing ability,thus improving students’ literacy.