Research On The Cultivation Of Thinking Quality In The Teaching Of Discourse Text Reading In Senior High School

The Chinese Curriculum Standards for Ordinary High School(2017 Edition)emphasizes that students should develop the thinking quality required by modern society through various Chinese learning activities based on improving their core Chinese literacy,so as to promote the in-depth reform of Chinese curriculum.This article aims to address the issue of insufficient cultivation of thinking quality in current high school Chinese discourse text reading teaching.Based on Lin Chongde’s intelligence theory and teaching practice that focuses on thinking structure,it explores teaching strategies for cultivating thinking quality that can be transferred.This article mainly discusses and solves the following two problems: firstly,how to reflect the cultivation of thinking quality in the reading teaching of discourse texts in high school;Secondly,it is to explore effective teaching strategies by combining the thinking elements contained in current research and discourse texts on the cultivation of thinking quality.The paper is divided into four chapters.The first chapter first defines the relevant concepts of thinking quality and discourse texts,and then distinguishes the connotation and extension of discourse texts.Based on Professor Lin Chongde’s relevant theory,five key elements for cultivating thinking quality are extracted,namely generalization ability,logical reasoning ability,multiple interpretation ability,"metacognition" ability,and transfer ability.Secondly,the cultivation elements of thinking quality in argumentative texts were elaborated,including the cultivation of students’ abstract generalization ability based on the certainty of argumentative elements,the cultivation of students’ logical reasoning ability based on the rigor of argumentative processes,the cultivation of students’ diverse interpretation ability based on the diversity of argumentative perspectives,the cultivation of students’ "metacognition" ability based on the richness of argumentative styles,and the cultivation of students’ application transfer ability based on the typicality of argumentative texts.Once again,through the analysis of Chinese language curriculum standards,learning situation,and educational theory,the basis for cultivating thinking quality has been pointed out.Chapter 2: Through literature research,lesson analysis,and a combination of questionnaire surveys and interviews,the author summarizes the problems in cultivating five thinking abilities in high school Chinese discourse text reading teaching: there are misunderstandings in the generalization process;Lack of emphasis on logical training;Multiple interpretations are not very reasonable,and transfer training is not standardized.The third chapter is the core part of the article.Based on the research of the first two chapters,this part proposes the following teaching strategies for the core training elements of thinking profundity and critical thinking quality: generalization ability,logical reasoning ability,"metacognition" ability,and the core training elements of thinking flexibility and creative thinking quality: multiple interpretation ability,application transfer ability: understanding logic,feeling reasoning;Analyze and debate,criticize and question;Vertical and horizontal comparison,diverse interpretation;Cluster integration and application migration.And based on the characteristics of different elements for cultivating thinking qualities,combined with specific teaching cases,specific discussions are carried out from different perspectives under each strategy.The cultivation of the five thinking abilities is not completely distinct in teaching,but interrelated.Teachers can choose appropriate training strategies based on the actual teaching situation.Chapter 4,based on the analysis of the current situation and teaching strategies,takes the political paper "On the Six Kingdoms" and the academic essay "Shuo",which have significant stylistic differences in discourse texts,as examples for teaching design.It explores the implementation path of using discourse texts to improve students’ thinking quality under different literary styles.In short,teaching discourse based text reading from the perspective of cultivating thinking quality can streamline teaching content,highlight teaching difficulties,truly highlight students’ subjectivity,drive students’ overall analysis of discourse based texts,and promote the development and improvement of students’ thinking quality.