Research On Critical Thinking Cultivation In Teaching Of Argumentative Essays Reading In Junior High School

Nowadays,the core literacy and quality education,how to cultivate a person with all-round development has become the focus of education.People pay attention to the development of students’ ability while paying attention to the accumulation of students’ knowledge.The critical thinking has become an important indicator to measure a talent.This paper aims at the current situation of the cultivation of critical thinking in the reading teaching of junior high school papers,follows the path of thinking development,and develops the students’ critical thinking while solving the dilemma of the middle school paper reading teaching.The full text is divided into six chapters,each of which discusses the following issues:Chapter 1,after reviewing the current research situation of argumentative thinking and argumentative teaching in junior middle school,based on the requirements of social development,the needs of educational reform and the breakthrough of theoretical research,the author puts forward the research content of this topic,and how to cultivate argumentative thinking in argumentative reading teaching in junior middle school.Chapter 2,combs the theoretical origin of the critical thinking,and extracts the basic links of the quality of the trial: comprehensive interpretation,reasonable assumptions,logical argument and objective reflection.Based on the connotation of the trial thinking,the relationship between the trial thinking and critical thinking,habitual thinking and creative thinking is discussed.Chapter 3,puts forward the necessity of cultivating critical thinking in argumentative reading teaching in junior middle school based on the significance of critical thinking,the requirements of Chinese curriculum standards and the needs of students’ psychological development.It also demonstrates the feasibility of cultivating critical thinking in argumentative reading teaching in junior middle school from the aspects of textbook selection,text characteristics of argumentative writing and thecultivation of critical thinking itself.Finally,it proves the feasibility of cultivating critical thinking in argumentative reading teaching in junior middle starting from the relationship with thinking,this paper demonstrates that argumentative reading teaching in junior middle school and the cultivation of critical thinking are mutually reinforcing.Chapter 4,analyses the current situation of cultivating critical thinking in argumentative reading teaching in junior middle school,which has not been paid attention to,but has gone into misunderstanding and poor training effect.It is worrying that the above problems are attributed to teaching,learning and other aspects.Chapter 5,based on the current situation of teaching,follows the law of thinking development and the teaching steps of argumentation,puts forward the strategies of cultivating critical thinking in argumentation reading teaching in junior middle school,and puts forward corresponding strategies from four stages: activating cognitive stage,establishing guidance stage,analyzing and argumentation stage and scientific decision-making stage.Chapter 6,applies strategies to teaching practice.Taking "Did the Chinese Lose Self-confidence" as an example,under the guidance of the teaching objective of concurrent cultivation of reading ability and thinking ability,it combines the cultivation of thinking ability with the teaching of reading content,and actively focuses on evaluation.Finally,the research results of this topic are summarized.The strategy of cultivating critical thinking in argumentative reading teaching in junior middle school is an important measure to face the current situation of argumentative teaching and social development.Because of the shortage of time and ability,there are still some problems in this subject,and some aspects need to be improved are put forward.