Cultivation Of Critical Thinking In The Teaching Of Chinese Reading In The Upper Grades Of Elementary School

The era of core literacy raises more urgent requirements for students to improve their reading quality,develop their thinking quality,and improve their ability to innovate.Critical thinking is one of the most important literacy for students in the 21st century.The nurturing of thinking should start with children.The senior students in primary schools already have a certain amount of knowledge,experience,and thinking methods.The habits of thinking have not yet been established.They need correct guidance and development.Chinese reading teaching has its unique foundation,humanism and openness,which provides a natural platform and good activity support for the cultivation of critical thinking.The cultivation of critical thinking during Chinese reading teaching in senior grades of primary schools is actually integrating the principles and methods of critical thinking into the teaching of Chinese reading in a form that the students can understand and accept.That means the traditional reading teaching that relies on the pattern of interpretation-acceptation is improved to critical reading based on question-argumentation.Through continuous practice and reflection by effective means such as questioning,discussion,inquiry,and debate,students can gradually become familiar with,understand and practice the process of critical thinking,and eventually develop the spirits,skills and habits of critical thinking.The level of knowledge and experience of primary school students and the characteristics of thinking development,the flexibility,ambiguity and humanism of Chinese reading teaching,coupled with the special needs of the development of critical thinking,determine the cultivation of critical thinking in Chinese reading teaching for high grade students in primary schools.It is characterized by a clear foundation,rich entry points and support for specific activities.Due to the influence of cultural traditions,the constraints of school management,the constraints of teachers' quality,and the limitations of students' foundations,the actual cultivation of critical thinking in the teaching of Chinese reading has emerged problems such as the unawareness of critical thinking of teachers and students,the inadequate maintenance of teachers' critical thinking and the poor cultivation of critical thinking and other issues.Correspondingly,these problems can be solved from three aspects:First,from two dimensions of the correct understanding of critical thinking and comprehensive understanding of critical reading improve the understanding of critical thinking of teachers and students;second,from three dimensions of the willing to carry out critical thinking:with critical reading attitude,able to carry out critical thinking:possessing critical reading skills,and courage to practice critical thinking:applying to Chinese reading teaching to improve teachers' critical thinking;finally,from two dimensions of interacting classroom learning and life practice,policy guidance and practical exploring to build a coordinated critical thinking training mechanism,with a view to establishing a system of critical thinking training that integrates schools,families and society,and the development of students' critical thinking has an excellent environmental support.Limited to ability and level,the critical thinking training in the primary school Chinese reading teaching is only analyzed in a theoretical sense in the paper.The relevant strategies must be continuously completed and improved in light of the actual situation of the specific reading teaching.The effective promotion of this research also requires educators to further deepen the theoretical and practical exploration of the cultivation of critical thinking in elementary education,and to solve the problems that how to flexibly and effectively cultivate students' critical thinking in different disciplines and styles of Chinese reading teaching,how to test and exercise students'critical thinking in daily life,and how to reasonably evaluate students' critical thinking quality.