Teaching Strategies Of Argumentative Classical Chinese In Senior High School

With the development of the information society,higher-order thinking with logical thinking,dialectical thinking,and creative thinking as important components has become the focus of education and teaching research.“Development and improvement of thinking” is regarded as one of the core qualities of Chinese subject in the Chinese Curriculum Standards for Senior High Schools(2017 edition),and the teaching task group of “dialectical reading and expression” is set.The importance of higher-order thinking is becoming more and more prominent.Argumentative classical Chinese essays have clear viewpoints,rigorous logic,and concise language.They are excellent carriers for cultivating students’ higher-order thinking.Meanwhile,implementing reading teaching of argumentative classical Chinese based on the perspective of high-order thinking is an effective way to implement the task group of“speculative reading and expression” and cultivate students’ quality of “thinking development and improvement”.With the help of Bloom’s taxonomy of educational objectives,this paper explores the teaching strategies for cultivating students’ higher-order thinking in the teaching of argumentative classical Chinese reading in high school,so as to achieve the goal of improving students’ thinking ability and enhancing the quality of thinking.This article can be divided into five parts.The introduction includes the origin of the research,the status quo of the research,the value and significance of the research,the design of the research,and the clarification of the core concepts and their relationships,which lays a theoretical foundation for the following discussion.The first chapter analyzes the characteristics of the argumentative classical Chinese texts in the high school Chinese textbooks compiled by the Ministry from three aspects: the content of the text selection,the features of selected texts and the setting of unit learning tasks,and explores the unique value of the argumentative classical Chinese in the cultivation of thinking.The second chapter uses questionnaire and interview to investigate the teaching status of the cultivation of high-order thinking in argumentative classical Chinese and analyzes its reasons.The results show that the value of high-order thinking in discourse classical Chinese has not been fully explored,mainly due to three reasons: students’ low interest and lack of initiative to explore problems in depth;The students’ improper method failed to construct the high order thinking ability effectively;Teachers lack of literacy and fail to effectively implement higher-order thinking strategies.The third chapter is based on the perspective of higher-order thinking,starting from the three dimensions of logical thinking,dialectical thinking and creative thinking,taking reading strategies,teaching implementation and teaching case evaluation as the research perspective,and explores the teaching strategies of argumentative classical Chinese.Based on the implementation path of analysis and synthesis,abstract generalization,and comparative reasoning,the teaching strategy of clarifying the thinking of writing,systematizing the knowledge of argumentative classical Chinese and exploring the topic to cultivate students’ logical thinking can be adopted;based on the implementation path of questioning,inference,and connection development,students’ dialectical thinking can be cultivated by questioning in conflicts,exploring in multiple comments,expressing in debates,and using theoretical models and theoretical scaffolds;based on the implementation path of associative imagination,divergent aggregation,transformation and migration,the strategy of comprehending in the situation,imagining in the blank space of the article,and changing the reading perspective to the creative perspective can be adopted to cultivate students’ creative thinking.The third chapter,based on Bloom’s taxonomy of educational objectives,determines three perspectives of the cultivation of higher-order thinking: logical thinking,dialectical thinking and creative thinking.This thesis explores the teaching strategies of argumentative classical Chinese from three aspects: reading strategy,teaching implementation and teaching case analysis.It includes the teaching strategies of “clarifying the way of writing”,“systematizing the knowledge of classical Chinese”and “thematic exploration”,which cultivate students’ logical thinking through the implementation path of analysis and synthesis,abstract generalization and comparative reasoning.The teaching strategies of “questioning in contradiction and conflict”,“exploring in multiple comments”,“expressing in debate” and “using theoretical scaffolding model” are adopted to train students’ dialectical thinking through the implementation path of questioning,inference and connection development.With associative imagination,divergent aggregation,transformation and transfer as the implementation path,the teaching strategy of cultivating students’ creative thinking is“understanding in real life situations”,“imagining in the blank space of articles”,and“transforming reading perspective into creative perspective”.The fourth chapter explores the teaching design of cultivating higher-order thinking in argumentative classical Chinese,taking Unit 8 of the second volume of the Chinese textbook compiled by the Ministry as an example.It presents the teaching design of cultivating higher-order thinking ability in two ways: single in-depth teaching and thematic group teaching,in order to provide specific practical references for cultivating higher-order thinking in argumentative classical Chinese.