The Influence Study Of Relative-texts Reading On Learner’s Thinking Development

Thinking ability is a long-term contract of education as well as its necessity of socialized competition and contribution.John Dewey considered that thinking is the only way to avoid simple impulse and inertia.Albert Einstein also believed that every solution of problem is based on the development of thoughts.Therefore,key to construct learning ability,as well as cultivating ridgepole for the state,is enhancing people’s level of thinking.Further,higher-order thinking is a core competency for learners’ personal development.Without higher-order thinking,we cannot understand higher-order knowledge,so we cannot experience higher-quality learning.The Relative-texts Reading is a process of choosing a group of articles around one or more issues,and then teachers and students start reading and collective construction around the issues and finally reaching a consensus.As a new form of teaching,Relative-texts Reading makes reading instruction closer to the normal reading in life.Purpose of this teaching form is to cope with the fragmentation of understanding caused by information explosion.Actually,this type of reading modle provides an opportunity to train learners so as to capture effective information,to extract core meaning and integrate the thinking ability of materials.As an important means of teaching of Chinese language,Relative-texts Reading is also a useful tool of thinking training,which has significantily practical value in basic education.This study mainly adopts such researching methods as literature review,classroom observation and interview to make theoretical interpretation and empirical summary.In the theoretical part,by drawing on the research results of experts at home and abroad and by integrating the cognitive process and facts,this study divides the higher-order thinking into three dimensions of systematicness,creativeness and critical thinking.On this basis,the combination of realistic materials and thinking processes serves to three dimensions of which operational definitions have been summarized respectively.Relative-texts Reading,a kind of teaching activity,has essentially supported the development of higher-order thinking.Therefore,based on the three elements theory of gold in teaching activities,I refer to the analysis framework of the teaching objectives of the language course,from the three aspects of the curriculum value,material and teaching methods of RTR,and then make a theoretical explanation of how to cultivate thinking.Further,in order to examine the facts on growth of thinking in this process,the author set up an classroom observation index system based on theoretical explanation ahead.In general,it is precisely because the essential features of RTR are consistent with the internal requirements of thinking development,so we think that RTR is a powerful helper for cultivating learners’ higher-order thinking.In the practice part,the author followed the RTR teaching experiment project,using theoretical research and corresponding scale to observe the RTR class,and then summed up effects.At the same time,the author interviewed teachers and students who participated in the experiment,and analyzed the information collected.On the one hand,the purpose of this research is to verify theoretical hypothesis,and on the other hand,we get close to the reality of Relative-texts Reading in practice.Through literature review,empirical research and content analysis,the author found that the actual RTR classroom did make a lot of behavior in operation,for example,to make more time for students to read and discuss independently;to ask students to think about problems in multiple angles,and to lead the students to find the basis of formation.Teaching process mentioned above can practically promote learners’ thinking development.Therefore,except to the increase of amount and speed in reading,RTR is more valuable for the improvement of thinking level,the change of thinking mode and the enhancement of learning ability.