Research On The Critical Reading Teaching Of Ancient Argumentative Essays In Junior Middle School

The ancient argumentation is an important type of classical Chinese,and it is also the condensation of ancient sages.It expounds the truth in the form of argumentation and reasoning,with the author’s argumentative thinking and logical thinking implied between the lines.It has become an important style for cultivating students’ critical thinking ability.However,in the current junior high school ancient argumentation class,although most teachers can focus on the uniqueness of ancient argumentation style and teach it,it is easy to ignore the cultivation of students’ critical thinking ability in the teaching process.Based on this,this study tries to explore the reading teaching of ancient argumentation from the perspective of critical reading teaching by relying on the unified Chinese textbooks of junior high school,so as to provide teachers with specific research ideas,explore the path of critical reading teaching of ancient argumentation,and propose specific and feasible teaching strategies.It provides reference for Chinese teachers in junior high schools to carry out the teaching of critical reading of ancient argumentation,so as to realize the unique teaching value of ancient argumentation.This paper is divided into four parts:the first part is the introduction.This part mainly discusses the research origin,research significance,research overview,research ideas and research methods of critical reading teaching of ancient argumentation,and clearly defines the related concepts of ancient argumentation and critical reading teaching.The second part is the feasibility analysis of critical reading teaching of ancient argumentation in junior high school.On the basis of discussing the connotation of critical reading,the teaching purpose and the teaching principle of critical reading,combining with the selection of ancient argumentation in the unified edition Chinese textbooks for junior high school,this part analyzes the feasibility of teaching ancient argumentation in critical reading.The third part is the current situation of teaching critical reading of ancient argumentative in junior high school.By distributing questionnaires to the teachers and students in the author’s internship school,Beijing C Middle School,this part investigates the current situation of critical reading teaching of ancient argumentative in junior high school,and summarizes the problems at the present stage.The fourth part is the optimization strategy of critical reading teaching for ancient argumentative in junior high school.Based on the theoretical foundation of Norman Fairclough’s critical discourse analysis,and based on the problems encountered in the teaching of ancient argumentative in junior high school,this paper explores optimization strategies that can help effectively carry out the critical reading teaching of ancient argumentative and improve students’ critical thinking abilities.In teaching objectives,teachers should pay attention to the construction and application of language,attach importance to the analysis of text structure,and reflect on social culture.In teaching content,teachers should cultivate students’ critical thinking ability in analyzing the text language of ancient argumentative,develop students’ critical thinking ability in sorting out the style structure of ancient argumentative,and enhance students’ critical thinking ability in understanding the social and cultural connotation of ancient argumentative.In teaching methods,teachers should help students understand the background of text creation in the creation situation,correctly interpret the text in the dialogue demonstration,and deepen students’ construction of the meaning of the text in the comparative reading.In teaching evaluation,teachers should focus on student evaluation,evaluating their mastery of language application,attaching importance to process evaluation and evaluating students’ analysis of text structure,using diverse evaluation methods to evaluate students’understanding of the ideological and cultural connotations of ancient argumentative.Taking the lesson Born in Trouble,Died in Comfort in the unified Chinese textbook as an example,the main purpose of the teaching design is to cultivate students’ critical thinking ability.