Research On The Cultivation Of Critical Thinking Skills In Chinese Reading Teaching In Senior Primary School

The cultivation of critical thinking is an important goal of citizens in the 21 st century,and it is also a hot topic of talent cultivation in current education.It has always been playing an important role in the structure of people's thinking quality.Critical thinking is an indispensable prerequisite,especially in the face of overwhelming information,for how to effectively obtain real,objective and fair information.After all,with critical and independent thinking,a citizen is capable to analyze,de-complicate and simplify the complex information flow,and make scientific and accurate judgments.Language is the explicit form of thinking,and reading is an important window for language cultivation.In the field of education,attaching importance to the cultivation of critical thinking skills in reading teaching is one of the important goals of reading teaching in recent years.Students in senior primary schools have a certain reserve of knowledge and learning experience.They are in the period of transition from image thinking to abstract thinking.Abstract thinking is still in its infancy.It is appropriate and necessary to develop students' critical thinking skills at this stage,which will help enlighten them.This paper is divided into six parts.The introduction part mainly discusses the research purpose and related literature review;the first chapter sorts out the theoretical basis of critical thinking skills training and its significance to this research;the second chapter explains the connotation and compositions of the critical thinking skills;the third chapter uses questionnaires,interviews and classroom observations to investigate the current situation of critical thinking skills training in Chinese reading teaching in senior primary schools.The overall situation of teachers' cultivation of critical thinking skills in reading teaching and the influencing factors of the development of critical thinking skills are investigated through questionnaires;the awareness,methods and existing problems of front-line teachers' cultivation of critical thinking skills are investigated through interviews;classroom observation investigates the teaching design of teachers' critical thinking skills in reading teaching.The fourth chapter researches and verifies the teaching strategies for the cultivation of critical thinking skills in Chinese reading teaching in senior primary schools in teaching practice,and analyzes the results of teaching practice.The fifth chapter expounds the suggestions about the cultivation of critical thinking in Chinese reading teaching in senior primary schools,and discusses its critical thinking skills from the level of pre-service training for teachers,the level of education administration,the level of school internal management,the level of individual growth of teachers,and the level of teaching practice that focuses on the teaching strategies adopted in the fourth chapter of critical thinking skills training practice.Chapter 6 summarizes the conclusions and possible deficiencies of the research.The results show that the current situation of critical thinking cultivation in Chinese reading teaching in senior primary schools is not ideal,the cultivation of critical thinking skills is with low status,the cultivation of sub-skills is not balanced,and the cultivation means of analytical skills is single.Practical research has proved that the use of pre-class dialogue strategies,questioning strategies,metacognitive training,and extended practice strategies in reading teaching is beneficial to the cultivation of critical thinking skills,and the test scores of students in the experimental class are significantly improved.Finally,specific suggestions on the cultivation of critical thinking skills are put forward: the setting of critical thinking courses in pre-service education should be improved at the pre-service training level;the evaluation system should be standardized and the policy guarantee be strengthened at the educational administration level;the environment for teachers' growing should be created and teachers' professional development be promoted by the school administrators;teachers should enhance their own theoretical learning and professional quality;for teaching practice,in-class activities should be strengthened and classroom teaching strategies optimized.