A Study On The Development Of Higher-order Thinking Skills In Primary School Language Reading Teaching

Nowadays,educators at home and abroad are paying more attention to higher-order thinking,and the cultivation of higher-order thinking skills has become a hot topic in educational research in various countries,and the cultivation of higher-order thinking skills is related to the important content emphasized in the Language Curriculum Standards for Compulsory Education(2022 Edition).The purpose of language reading is to increase one’s connotation and improve personal connotation from within,and developing students’ higher-order thinking skills in language reading instruction has a role in enhancing people’s happiness,promoting social innovation and development,and accelerating the progress of human thought.Studies have found that local schools have been effective in solid lower-order thinking skills,however,they are hardly meeting the requirements on the path to break through the knowledge level to higher-order thinking skills.Therefore,the development of students’ higher-order thinking skills through language reading instruction in the upper grades has become a hot topic of focus for educators.This study focuses on the process of primary language reading teaching,primary language teachers’ awareness of cultivating higher-order thinking skills and the development of reading skills,combining the theoretical basis and existing problems of cultivating students’ higher-order thinking skills,exploring language teachers’ strategies for cultivating students’ higher-order thinking skills from both teaching and learning aspects,and effective methods for students to develop higher-order thinking skills in the process of language reading,based on literature The study is based on literature,questionnaires,in-depth interviews,classroom observations,and other methods to propose a variety of strategies for developing higher-order thinking skills in the process of language reading teaching,so as to provide reference for front-line teachers’ language reading teaching.This study is divided into four parts based on the development of higher order thinking skills,with the following main elements:The first part,the introduction,introduces the background,purpose and significance of the study,i.e.defines the concept of "higher-order thinking" and "higher-order thinking skills",and clarifies the thinking and methodology of the study.In the second part,classroom observations were first used to investigate language teachers’ awareness of higher-order thinking skills,and then some teachers were interviewed to gain insight into the implementation of developing higher-order thinking skills in primary school language reading teaching,while classroom clips were analysed to identify problems in the implementation of developing the skills,and then questionnaires were distributed to students to further uncover the problems.In the third part,the practical problems of developing higher order thinking skills are described at both teacher and student levels,and a comprehensive analysis of their causes is presented.In the fourth part,strategies for developing higher-order thinking skills are proposed in the order of teachers’ strategies for developing competence,students’ strategies for enhancing competence and society’s strategies for strengthening competence,and the feasibility of the strategies is analysed and summarised in relation to the observation of language reading classrooms.