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

There are clear provisions in the "Curriculum Standards for Chinese Language in Ordinary High Schools(2017 Edition,2020 Revision)"(hereinafter referred to as the curriculum standards)for cultivating students’ critical thinking ability in Chinese language teaching reading.Classical Chinese in high school occupies a large space in the task group of "speculative reading and expression" stipulated by the curriculum standard.Classical Chinese is a carrier for cultivating students’ critical thinking ability in reading teaching.The purpose of this article is to analyze the causes of the problems in the teaching of reflective reading in classical Chinese in senior high schools,based on questionnaires and personal practice observations,and to draw effective strategies to inject strength into the research on the teaching of reflective reading in classical Chinese.This paper is divided into four parts.The introduction part combs the literature on the teaching of speculative and speculative reading,clarifies its basic connotation,conducts text interpretation and analysis on the classical Chinese texts corresponding to the task group of "speculative reading and expression" in the curriculum standard,and deeply explores the speculative elements contained therein.The first chapter aims to understand the current situation of the teaching of speculative reading in classical Chinese through a questionnaire survey.Combining the characteristics of classical Chinese and speculative ability,it analyzes the problems of students’ insufficient discovery ability,improper reasoning,and improper criticism.According to the problems existing in the teaching of speculative reading in classical Chinese,starting from the constituent elements of speculative ability and the teaching process,the second chapter believes that the main reasons for the formation of the problems include insufficient careful reading and deep thinking leading to inability to speculate,inadequate research on the reasoning process leading to speculative bias,and lack of rational analysis leading to superficial speculation.Chapter Three proposes teaching strategies based on my own observations and relevant literature,such as reading carefully and thinking deeply to cultivate discovery ability,exploring reasoning process to cultivate reasoning ability,and rational analysis to cultivate critical ability.