Research On The Teaching Strategy Of Examining And Establishing Ideas Of Task-driven Material Composition In Senior High School Based On Critical Thinking

As the value of critical thinking in the teaching of Chinese writing has been widely recognized,it has become an important task of high school education to develop students’ high-level thinking ability and improve students’ quality of critical thinking.In recent years,more and more front-line teachers have begun to explore specific strategies of teaching practice in the perspective of critical thinking.Task driven material composition has entered the college entrance examination since 2015,becoming one of the composition types with extremely high examination frequency.From the research perspective of critical thinking,guide students to conduct rational and objective analysis of materials in the task driven teaching of material composition,and form independent and effective thinking based on their own experience.On the basis of analysis,thinking,weighing and selection,summarize and summarize from the small to the big,and develop from superficial and simple knowledge to rational and profound cognition.Students can not only make accurate and deep decisions,but also develop their critical thinking ability in this process.At present,in the task driven material composition teaching,the special teaching research of topic review and idea creation is still insufficient,which still deserves the attention and research of front-line teachers and scholars.Therefore,this paper attempts to explore specific and operable teaching strategies under the guidance of critical thinking,from the small entrance of task driven material composition examination and idea teaching,which has certain practical value.This paper is divided into six parts.The introduction part mainly elaborates the research reason of this paper,the research status quo of the teaching strategy of task driven material composition,the definition and characteristics of task driven material composition,the research content of this paper,the main research methods of literature research,case analysis,questionnaire survey,etc.The second part is the analysis of the learning situation of task driven material composition examination teaching.This paper mainly expounds the object of the teaching of topic review,and analyzes the problems and reasons of the students in the task driven material composition review.The third part is about the problems and reasons of the teaching strategy of task driven material composition examination.The author further understands the implementation of task driven material composition examination and determination teaching of front-line teachers through teacher interviews and surveys,and analyzes the problems and reasons in the task driven material composition examination and determination teaching strategy in combination with the front-line education practice and survey results.The fourth part is the research perspective of the teaching strategy of task driven material composition in senior high school.It mainly expounds the definition and characteristics of critical thinking,introduces the typical research and views of combining critical thinking with composition teaching,and combs the relationship between them.The fifth part is the teaching strategy of task driven material composition examination in senior high school.Based on the analysis of the learning situation,problems and causes of the task driven material composition examination teaching,the author combines the teaching practice,divides the task driven material composition examination teaching into three stages: pre writing,writing and post writing guidance,and combs the specific teaching strategies and methods from the perspective of teachers.The conclusion is the summary of this paper.The purpose of this paper is to help students improve their ability to review and think through the research on specific strategies of task driven material composition review and intention teaching from the perspective of critical thinking,which has certain operability and hopes to contribute to task driven material composition review and intention teaching.