Research On The Cultivation Of Thinking In The Teaching Of Argumentative Essays In Senior High School Chinese

To carry forward the spirit of innovation and cultivate creative talents is the need of social development and the new requirement of the times.Focusing on thinking cultivation and cultivating students to become creative talents with judgment,thinking,innovation,scientific and cultural knowledge and good at scientific thinking have formed a development trend.The Chinese Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision)also points out that students should be "guided to gain intuitive experience through association and imagination in reading and appreciation activities,enhance the ability of image thinking,identify,analyze,compare and summarize language and literary phenomena,develop logical thinking,and enhance the depth,agility,flexibility,criticality and originality of thinking." So far,there are still problems in thinking cultivation in the teaching of Chinese argumentative reading in senior high school,and there is a big gap between the actual teaching and the expected teaching effect.How to make good use of the instrumental,humanistic and thinking advantages of high school Chinese discipline to train students’ thinking needs further exploration and research.This thesis consists of four chapters,and the main contents are as follows:The first chapter is the introduction.This thesis mainly expounds the reason for choosing this topic,the current research situation at home and abroad,as well as the research value,research purpose and research methods.The second chapter is an overview of the connotation of the cultivation of thinking in the teaching of argumentative essay selection in senior high school Chinese.Including argumentative essay,image thinking,abstract thinking and creative thinking.Clarifying relevant concepts can lay a foundation for the follow-up teaching status survey and strategy exploration.The third chapter is the investigation and problem analysis of the current situation of the cultivation of argumentative thinking in senior Chinese teaching.This thesis uses the methods of designing questionnaires,making interview outlines,and conducting field classroom observation to investigate the current situation of reading teaching in the cultivation of argumentative thinking in senior high school Chinese,and finds that there are problems in the current argumentative reading teaching,including a sense of dependence,a state of neglect,and a lack of evaluation.The reasons are mainly caused by cognitive,emotional and environmental.The fourth chapter is the exploration of reading teaching strategies for the cultivation of argumentative thinking,which is also the core part of this article.According to the existing survey results,this chapter puts forward targeted and hierarchical thinking cultivation strategies from three perspectives of image thinking,abstract logical thinking and creative thinking cultivation.Cultivate students’ image thinking by taking pictures as the starting point,taking text as the line and sound as the tool;Cultivate students’ abstract thinking through learning task-driven and classroom debate;Finally,teaching by comparison,learning by inquiry,learning by research,teaching by circumstances,and promoting the development and promotion of creative thinking.