Research On Teaching Strategies Of High School Discourse Texts Based On The Cultivation Of Critical Thinking

As an important content of middle school Chinese reading teaching,discourse text has unique advantages in cultivating students’ critical thinking.However,the survey shows that both teachers and students are facing a certain degree of dilemma in current teaching,and there is a long way to go.On the basis of previous research,combined with the teaching situation,this paper discusses how to cultivate the critical thinking of senior high school students in discourse text teaching.The paper is divided into four parts : The first part is introduction.The research of statement originates from the definition of critical thinking and discourse texts,and summarizes the current research status of critical thinking cultivation in discourse teaching,and clarifies the purpose,method,significance and innovation of the paper.The second part mainly analyzes the practical and theoretical basis of critical thinking in discourse texts: Chinese Curriculum Standards for General Senior High Schools（Revised in2020）clearly put forward the requirements of cultivating students’ critical thinking when reading discourse texts and Piaget’s cognitive development stage theory,cognitive psychology reading theory and constructivism learning theory.All have clear basis for cultivating students’ critical thinking.The third part is the analysis of the current situation of critical thinking cultivation in discourse texts.Through a series of investigations,the author finds that both teachers and students have some difficulties in how to effectively improve students’ critical thinking ability in the actual teaching of discourse text reading.The fourth part discusses the principles and steps of cultivating critical thinking in the teaching of argumentative texts,and puts forward three basic implementation principles of motivation,self-construction and application transfer,suggests to create a good critical thinking environment from the perspective of text interaction and selection of reading materials before class.In class,the teaching process is optimized by creating problem situation,guiding exploratory reading,evaluating and judging the questioned viewpoints in the text,and integrating viewpoints.After class,the evaluation method is rationalized through diversified evaluation contents and multi-dimensional evaluation tools,so as to comprehensively cultivate students’ critical thinking and solve relevant teaching problems.