Research On The Current Situation And Strategy Of Critical Chinese Reading Teaching In High Section Of Primary Schools

Critical thinking is a cognitive process of understanding,analysis,integration and reflection.The consensus of current education has embraced the value of aiding learners in thinking independently,analyzing and resolving issues.According to the Chinese Curriculum Standards for Compulsory Education(2022 edition),students are required to learn to use multiple reading methods and have the ability to read independently.In this regard,the task group of "speculative reading and expression" is set up to guide students to sort out their personal views through reading,comparison,inference,questioning,discussion and other ways in Chinese practice activities,dare to question and ask,be able to express their personal attitudes and positions clearly,and cultivate students’ critical thinking ability and rational spirit,which has important academic research value.This paper mainly covers the following aspects:The first part is the introduction.First of all,the background of the topic is described based on the latest requirements for Chinese reading teaching in the Chinese Curriculum Standards for compulsory Education(2022-year Edition).Secondly,the purpose and significance of this research are described.Thirdly,the author combs the existing literature from five aspects: the connotation of critical thinking,the relevance between critical thinking and Chinese subject,the policy support of critical reading teaching,the problems existing in critical reading teaching,and the implementation strategy of critical reading teaching.Finally,the research methods and ideas are introduced.A theoretical overview of critical Chinese reading teaching in senior primary schools is presented in the second part.Determine the theoretical basis of the study and define the core concepts;This paper discusses the objective and value of critical thinking in Chinese reading teaching of senior primary school students.The third part is the investigation and analysis of the current situation of critical Chinese reading teaching in senior primary schools.Through the combination of questionnaire survey and interview,SPSS26.0 is used for descriptive analysis,difference analysis,correlation analysis and regression analysis,and it is found that educational culture,examination system,school support and teachers’ professional development level have an impact on the critical Chinese reading teaching in senior primary schools.The fourth part is the analysis of the problems and attribution of the critical Chinese reading teaching in senior primary schools.At present,there are some practical problems,such as the lack of thinking in evaluating the concept of Chinese reading teaching,the lack of consciousness in the design of Chinese reading teaching,the rigidity of the inquiry process in the implementation of Chinese reading teaching,and the lack of overall inspection in the evaluation of Chinese reading teaching.This paper explores the influencing factors from three aspects: educational culture and examination system limiting the development of critical thinking,lack of technical support in schools leading to the backward teaching concept of critical reading,and teachers’ professional development level.The fifth part puts forward the implementation strategy of critical Chinese reading teaching in senior primary schools.At the social level,we should strengthen the understanding of critical thinking concept and break through the shackles of cultural system.At the school level,we should increase school-based training and teaching and research activities,pay attention to the interpretation of new curriculum standards,and improve teachers’ attention to critical reading teaching.On the level of teachers,teachers attach importance to their own professional learning and understanding,and improve the teaching ability of critical reading from the root.The sixth part is research summary and prospect.Summarize the conclusions and shortcomings of this study.