Research On The Teaching Of Critical Reading Of Classical Chinese Texts In Junior High Schoo

Today,with the deepening of the new Chinese curriculum reform,many scholars and front-line teachers pay more and more attention to cultivating students’ critical thinking ability through critical reading teaching.As a typical representative of Chinese excellent traditional culture,the inherent humanistic value or intellectual value of classical Chinese contains too many factors that can be speculated and analyzed,which deserves people’s exploration and study of writers’ works and ancient and modern times.However,the current speculative reading teaching of classical Chinese still has some problems,such as the narrow expansion scope of classical Chinese material resources,the ambiguity of the teaching value of different articles of classical Chinese,and the deep imbalance of the interpretation of classical Chinese related content.This research mainly adopts classroom observation method,questionnaire survey method and interview method,focusing on the foothold of speculative reading teaching of classical Chinese in junior middle school,which are"expansion of classical Chinese material resources,understanding of classical Chinese teaching value,and analysis of classical Chinese content".On the basis of teaching practice investigation,some deficiencies and problems existing in the teaching of classical Chinese in junior middle school are explored,and relevant optimization suggestions are put forward.The specific process of this study is as follows:First,it expounds the origin and significance of the research,and summarizes the achievements of the relevant research fields.Combined with the requirements of the curriculum standards and the definition of current scholars,the research objects of this paper are "classical Chinese" and "speculative reading teaching".Secondly,the theoretical basis and characteristics of the speculative reading teaching in classical Chinese in junior middle school are clarified,and the implementation requirements of the classical Chinese speculative reading teaching in junior middle school are determined from the four aspects of "curriculum standard requirements,learning situation orientation,teaching material orientation and value significance".Thirdly,starting from the standpoint of speculative reading teaching in classical Chinese,data were collected from the survey sites to investigate the status of classical Chinese speculative reading teaching in junior middle school,and the existing problems were found and the causes were analyzed from three aspects of school,teachers and students.Finally,the corresponding optimization suggestions are put forward from the corresponding three perspectives,and the teaching practice of Teach-son-artical is carried out under the implementation requirements of speculative reading teaching in classical Chinese in junior middle school,and the corresponding conclusions are drawn.The specific conclusion of this study is that:under the guidance of the curriculum standard,we should not be limited to short and typical classical Chinese speculative texts.In fact,every classical Chinese has specific speculative value,but the current speculative teaching intensity is not clear and conscious.Therefore,the teaching of speculative reading in classical Chinese should adjust the goal orientation and value orientation from the school under the requirements of curriculum standard,learning orientation,teaching material orientation and thinking value;from the perspective of teachers;strengthen the critical motivation and ability of speculative reading from the perspective of students.