Research On The Practice Of Poetry Teaching Strategy In Senior High School Based On The Cultivation Of Thinking Quality

The core quality of Chinese in senior high school includes four aspects: the construction and application of language,the development and improvement of thinking,the appreciation and creation of aesthetics,and the inheritance and understanding of culture.Nowadays,the cultivation and improvement of thinking quality are increasingly emphasized in Chinese teaching.The Chinese curriculum standard of ordinary senior high school(2017 Edition)also puts forward requirements,requiring students to appreciate the theme,image,thought and emotion of literary works from different angles in appreciation activities Understanding of expression,and can compare many different works.There are also many relevant studies on the cultivation of thinking quality at home and abroad.The western psychologist Gilford proposed to analyze thinking quality from five aspects: language,behavior,image,number and space.Professor Lin Chongde proposed the theory of six elements of thinking structure.The constructivist learning view points out that learning is a process in which learners actively select,process and process external information and construct their own knowledge according to their own experience background,This process requires the participation of thinking.In addition,Wei Canjin's works "cultivation of Chinese thinking: research and exploration of Chinese education",Ran Zhengbao's works "teaching theory of Chinese thinking",various journals and master's thesis can also provide relevant theoretical basis for carrying out subject practice research.Through consulting the data,it is found that the research on the cultivation of thinking quality in poetry teaching in master's thesis is less than that in other genres,and poetry is a classic of ancient and modern literature,which plays an irreplaceable role in cultivating students' understanding and inheritance of culture.At the same time,poetry questions are required in the college entrance examination,poetry appreciation questions,dictation and even composition questions will be involved.In addition,in the actual teaching of high school poetry,teachers have been in the main position for a long time,students' initiative is low,and the cultivation of thinking quality is not enough.At the same time,high school poetry teaching focuses more on knowledge teaching,emphasizes students' ability of memorization,and ignores the cultivation of various thinking methods used by students to master knowledge.Therefore,based on the previous research on the cultivation of thinking quality in all kinds of Chinese teaching in senior high school,according to the requirements of poetry teaching and thinking cultivation in the Chinese curriculum standard for senior high school(2017 Edition),combined with my own teaching practice,the author explores the high school poetry teaching strategy based on the cultivation of thinking quality.The full text is divided into six parts as follows:The first part is the relevant concepts and theoretical basis,including the definition,classification and structure of thinking;The development and characteristics of human thinking;The connotation,constituent elements and the relationship of various elements of thinking quality are the key factors in the cultivation of thinking quality in poetry teaching in senior high school.The second part is the necessity of cultivating thinking quality in high school poetry teaching,which is mainly analyzed from three aspects: implementing the requirements of ordinary high school Chinese curriculum standard(2017 Edition),making up for the lack of thinking quality training in high school poetry teaching,and focusing on the examination of thinking quality in response to the poetry questions in the college entrance examination.The third part is the investigation and analysis of the current situation of the cultivation of thinking quality in high school poetry teaching.It adopts the form of questionnaire,including teacher questionnaire and student questionnaire.The conclusion is that teachers consciously promote the development of students' thinking in poetry teaching.However,due to the lack of relevant systematic learning,they do not fully understand the connotation and Cultivation Strategies of thinking quality,which is difficult to express in practical operation,and students' thinking quality also has a certain level,However,due to the influence of exam oriented education,the initiative is not enough,and the thinking quality needs to be developed.This survey overturns some self righteous facts of the author.Although the teachers do not know much about the thinking quality,the thinking training teachers have been paying attention to it.Similarly,the students learn poetry more because they like and improve their quality.The purpose of learning poetry is no longer that a large proportion of students tend to pass the exam.The fourth part is the cultivation strategy of thinking quality in Chinese poetry teaching in senior high school,which mainly has six points: carrying out original ecological reading and cultivating thinking initiative;Strengthen the accumulation of knowledge and experience inside and outside the class and cultivate the profundity of thinking;Pay attention to language details and cultivate thinking agility;Adopt the method of multi-directional thinking to cultivate thinking flexibility;With the help of classroom problem design,cultivate critical thinking;Strengthen transfer training and cultivate thinking creativity.It is worth noting that the elements of thinking quality affect each other.Although the strategy discussed by the author focuses on one quality,it is not limited to it.These methods are the author's initial exploration,deeply imperfect,and understand that we should deepen our study and research in the future.The fifth part is the author's teaching practice of cultivating students' thinking quality in the teaching of red candle.In practice,it is found that it is necessary to do a good job of introduction and create situations for students.At the same time,it is also necessary to implement students' Preview tasks,guide students to fully understand the world,and then guide students to think and question with a variety of questions.In practice,it also reflects on the insufficient design of poetry reading links.The questions in teaching are basically put forward by teachers,but do not take students as the main body,Students lack problem consciousness,and some training forms are too single,which will enlighten the author's future teaching.The sixth part is the conclusion.The research methods adopted in this paper are literature research,questionnaire survey,case analysis and data analysis.