A Study On Teaching Discursive Reading Of Expository Texts In The Unified Middle School Language

The Language Curriculum Standards for Compulsory Education(2022Edition)mentions the development of students’ "thinking skills" as one of the integrated expressions of core literacy.In the same way,a cluster of tasks on the theme of "discursive reading and expression" is arranged in the "Learning Task Cluster" to refine the implementation of "thinking skills".It is clear that critical thinking has become a new direction for students in the age of core literacy.Reading is the main battlefield of the new language reform,but in the current middle school language reading teaching,there is little stimulation and collision of students’ thinking.Thus discursive reading teaching comes into being.As expository texts are inherently logical,complete in structure and clear in point of view.In order to develop students’ thinking skills in a more systematic,comprehensive and profound way,using expository texts to teach critical reading is the best choice.From the perspective of developing and improving students’ "thinking ability",we will explore the characteristics of expository texts,the meaning and characteristics of discursive reading teaching,and the current situation of discursive reading teaching in expository texts in junior high school,and further explore This paper explores strategies to improve the teaching of discursive reading.In order to make the teaching more relevant and effective,this thesis will investigate the current teaching situation through questionnaire,conversation method and classroom observation method.The research finds that the following problems exist in the current teaching of discursive reading of expository texts in the unified middle school: "From the teachers’ level: the teaching content lacks space for discernment,the teaching method lacks diversified innovation,and the teaching evaluation lacks diversified ways.From the students’ level: students generally have a weak foundation of discursive thinking and poor thinking ability." Therefore,in response to such problems,combined with relevant excellent teaching cases,this thesis proposes targeted teaching strategies: First,grasp the discursive purpose and condense the core issues.In the design of discursive reading teaching,in order to achieve the purpose of discernment,teachers should grasp the main idea of the text and use the core questions as an entry point to implement teaching.The design of the core questions should grasp three principles:first,the design should be attractive,second,the design should be supportive,and third,the design should be cohesive.Second,read the text carefully to broaden the path of thinking and discernment.How to read the text carefully? There are two practical paths: one is to go inside the text,starting from the text;the other is to go outside the text,taking "people" as the basis.Third,integrate the resources of teaching materials to expand the space for thinking and discernment.On this basis,we propose to integrate the relevant contents from two perspectives: one is to integrate the related subjects,and the other is to integrate the related texts.Fourth,multi-dimensional examination of arguments and improvement of thinking quality.That is,it focuses on building students’ rational spirit and cultivating their thinking ability in multiple dimensions.Finally,the evaluation of discursive reading teaching will also be analyzed and explained from three aspects: the subject,the goal and the way of evaluation.It is expected to provide some new insights for the improvement and enhancement of the current discursive reading teaching of the unified middle school language expository texts.