Research On High School Chinese Popular Science Teaching From The Perspective Of "Thinking Development And Improvement"

Since the revision of the General High School Language Curriculum Standards(Experimental)by the Ministry of Education in 2017,the concept of "core language literacy" has been formally introduced,and "development and enhancement of thinking" is one of the core of this concept,and the secondary school level is a critical point for students’ thinking development.The key point of students’ thinking development is the secondary school level.In this paper,we focus on the development of students’ thinking in language teaching,and explore the scientific training methods.In this paper,we use the concept of "thinking development and enhancement" to explore how to develop students’ thinking and how to better develop students’ thinking quality in such texts.In this way,the study explores strategies for implementing the "development and enhancement of thinking" approach to teaching science texts in high school languages.The conclusions and recommendations from this study are preliminary and need to be further investigated and verified by more researchers and front-line language teachers.This paper,with the intent of encouraging students to contemplate growth,contains the following contents,based on the full study of high school language teaching,firstly,the introductory section uses the literature analysis method to analyze the origin of this study,the current situation of research,core concepts,as well as research methods and research ideas,and summarizes the research process of domestic and foreign scholars on developing students’ thinking;secondly,the first chapter uses theoretical basis,pedagogical basis,and textual The second chapter uses questionnaires and interviews to select some students and teachers from the first to the third year of senior high school in M city as the subjects of investigation and interview to analyze the current situation of teaching.After the investigation and analysis,the problems that affect students’ thinking development in the teaching of high school language and science texts are identified,such as: teaching introduction is blurred,students lack intuitive thinking;teaching migration focuses on conclusion,students lack dialectical thinking;study is shallow,students lack image thinking;teaching content is redundant,students lack logical thinking;teaching formality,students lack originality,and the problems are attributed and reflected to put forward We also put forward rationalized suggestions on the causes of the problems and reflec.The third chapter of the questionnaire,based on its actual problems,suggests five teaching strategies to foster intuitive thinking: guided reading of units;classical reading to cultivate image thinking;comparative reading to cultivate dialectical thinking;and constructing a framework to cultivate logical thinking;as well as posing questions to foster original thinking.These strategies are proposed to further the development and enhancement of thinking."The fourth chapter illustrates the case study of the teaching of science and technology in high school language.Finally,Chapter 4 explains the design ideas and teaching process of teaching science popular literature in high school language based on the vision of "thinking development and enhancement" through case studies,so as to fully demonstrate the teaching style of science popular literature with examples.