Research On The Teaching Of Speculative Reading In High School Language

The new Chinese curriculum reform pays more attention to the cultivation of the thinking ability of high school students.In the General High School Chinese Curriculum Standards（revised in 2017 edition in 2020）,"revising speculative reading and expression" is one of the learning task groups.In the high school Chinese textbooks compiled by the Ministry,the discussion classical Chinese occupies an important position.Carrying out speculative reading teaching for the theory classical Chinese can effectively achieve the teaching goal of cultivating students’ thinking ability.Therefore,the teaching and research of high school Chinese theory classical Chinese dialect dialect has important academic value and practical significance..The editorial classical Chinese textbooks compiled by the Ministry of high school are conducive to the development of speculative reading teaching.For example,the number and proportion of essays are large,and the teaching resources are rich;the theme of the essay selection is clear,and the arrangement is relatively concentrated,which is convenient for special teaching;the arrangement of essays varies from easy to difficult,which is in line with the law of students’ cognitive development.It is conducive to step-by-step teaching.Theory classical Chinese contains rich speculative factors in the style,ideological content and writing techniques.For example,the style contains prominent speculative thinking,strict logical structure and strong rational expression;the ideological content is full of the ancients’ thinking about the fate,social development and personal gains and losses of the country;writing methods.The speculative characteristics are reflected in a variety of argumentation methods and superb argumentation skills.The speculative reading teaching of classical Chinese in high school Chinese conforms to the teaching requirements of curriculum standards,examination syllabuses and textbook units.However,through questionnaire surveys,classroom inspections,teaching case analysis and other means,it can be found that there are still the following shortcomings in the current situation of theory classical Chinese speculative reading teaching: students worship teaching authority,and the cognitive of cognitive ability is insufficient,leading to the lack of questioning and reflection ability;interpreting shallowly,blindly pursuing "versification" and ignoring "with Boundaries" lead to insufficient diversified interpretation ability;teachers tend to take refuge,ignore logic,ask questions mechanically,and ignore reasoning,resulting in students’ weak logical reasoning ability.In order to solve these problems and develop students’ speculative thinking,we try to promote the development of students’ ability to question and reflect by cultivating cognitive of cognitive ability,setting problems,and evaluating them in time.It closely follows the key points of teaching,pays attention to text logic,asks questions skillfully,and uses auxiliary teaching methods to promote students’ logical reasoning ability.The development of power explores teaching strategies from the aspects of full dialogue with texts and the cultivation of multi-angle thinking to promote the development of students’ diversified and bounded interpretation ability.It is expected to improve students’ rational thinking ability,which is of certain reference significance for the research of Chinese speculative reading teaching in senior high schools.