Research On The Teaching Of Classical Chinese Critical Reading In Senior High School

In 2017,the Chinese curriculum standards for ordinary senior high schools were thoroughly implemented in line with the party’s education policy,and the fundamental task of building moral character was implemented.One of its basic principles is to insist on reflecting the requirements of The Times,pay attention to students’ personalized,comprehensive and diversified learning,promote students’ comprehensive and individual development,and improve students’ core literacy.Thinking of development and core literacy is an important part of ascension as a discipline,aims to identify,analyze,compare,and generalizes the basic language phenomena and literary phenomenon,form their own unique views and cognition,so as to improve their quality of thinking and aesthetic ability,this is the request of the current high school students,as well as the adapt to social development,one of the important conditions to improve its core literacy.The classical Chinese section is both the focus of high school Chinese learning difficulties.The traditional classical Chinese teaching method is single,and teachers pay too much attention to the investigation of basic knowledge and ignore the content and writing characteristics of classical Chinese,especially the views of the author and the spiritual culture conveyed in the discourse texts,and the lack of thinking and questioning about the views of the author,resulting in the loss of students’ ability to think actively in learning.Therefore,it is worth exploring how to introduce critical reading into classical Chinese teaching in the context of setting a good example for the new course,comprehensively developing the quality of students,and paying attention to the personalized and diversified learning and development needs of students.In the process of writing this paper,based on the existing theories and researches,takes the application of critical reading in classical Chinese teaching as the research object by consulting and sorting out relevant literature materials.It is divided into five chapters.The first chapter defines the concept of critical thinking and critical reading,and then analyzes the characteristics of critical reading under the new curriculum standard.The second chapter analyzes the application of critical reading in the teaching of classical Chinese.Chapter three probes into the current situation and problems of classical Chinese teaching in senior high school.This research mainly USES the questionnaire survey method,through teacher volume and student volume,in-depth analysis of classical Chinese teaching problems;Chapter four analyzes the theoretical basis and principles of the teaching of critical reading in classical Chinese.The theoretical basis includes Jaus’ s theory of reception aesthetics,Derrida’s deconstructive reading theory and Piaget’s constructiveness theory.The implementation principle is analyzed from three aspects: teachers,students and humanism education.The fifth chapter studies the strategies of teaching classical Chinese in senior high school in terms of thinking training,reading methods,text interpretation,teaching mode and classroom evaluation.