A Study On The Classroom Teaching Structure Of Speculative Reading In High-level Chinese

Critical-thinking reading is a kind of reading mode that emphasizes the readers' independent reading attitude,takes the text as the basis,takes the initiative to question,analyze,deduce and distinguish,and pays attention to the development and improvement of readers' critical thinking ability.Compared with western countries,the researches on the teaching of critical-thinking reading started later in China.The existing researches can realize that classical Chinese,as a special literary genre,has sufficient suitability for the teaching of critical-thinking reading.However,in general,on the one hand,they lack the profound recognition of the unique critical thinking space of classical Chinese,which is different from vernacular Chinese.On the other hand,they lack the perspective of combining macro and micro structure,and there are few systematic studies on the logical structure and connection mode of the teaching goals,content and methods of classical Chinese critical-thinking reading in senior high school.Therefore,first of all,this paper adopts the literature analysis method to clarify the concepts of critical thinking and critical-thinking reading.It traces back to the critical context of western postmodernism in the late20 th century.Beyond the general psychology,it is based on the mode of literary criticism and illuminates the theoretical basis of critical-thinking reading,so as to more reasonably discuss the connotation of critical-thinking reading and the characteristics of the teaching of classical Chinese critical-thinking reading in senior high school,which are different from the traditional classical Chinese teaching.Secondly,based on the ontological characteristics of classical Chinese,this paper redefines the unique three-dimensional thinking space of classical Chinese from the four aspects of language system,stylistic classification,word modification and cultural components,demonstrates the feasibility of developing the teaching of classical Chinese critical-thinking reading in senior high school from the perspective of the most core ontology,and explains the necessity of this teaching from the requirements of the comprehensive curriculum standard and the internal rules of the unique critical-thinking characteristics of classical Chinese.Then,this paper uses the method of questionnaire survey to investigate nearly 500 students and nearly 100 teachers from five senior high schools in Nanjing,in order to grasp the current teaching situation of classical Chinese critical-thinking reading in senior high schools more objectively and effectively,and provide more solider practical basis for the later construction of teaching structure.Finally,on the basis of theoretical analysis,literature analysis and empirical investigation,this paper attempts to construct the classroom teaching structure of classical Chinese critical-thinking reading in senior high school,starting from the dimensions of the teaching goal,the teaching content and the teaching method,expounding the external concrete connection mode and internal micro logic structure.It also uses case analysis method,combining with the careful reading of the text,theactual record of the class,the teaching design,the lesson preparation case,to provide some relevant teaching suggestions for each element of the classroom teaching structure.