Research On Situational Path Of The Cultivation Of Critical Thinking In Senior High School Chinese Teaching

As the basic quality of citizens in modern society with increasingly prominent information characteristics,critical thinking has already become an important reference for cultivation,evaluation and selection of talents in various countries.Due to the close connection between thinking and language,the cultivation of critical thinking depends on the development of students' language ability and literacy.Therefore,the subject of Chinese plays an important role in cultivating students' critical thinking.So,how to cultivate students' critical thinking in Chinese teaching is an important research topic in Chinese academic circles.This paper believes that the situational teaching path can increase the effectiveness,interest and practicality of the teaching of critical thinking in high school Chinese classroom.Therefore,on the basis of previous studies,this paper takes the Chinese teaching lesson with the aims of cultivating students' critical thinking as the reference,learns from the situational teaching experience of critical thinking,summarizes the teaching rules,and attempts to build the situational teaching system of critical thinking,which takes "critical situation" as the core concept,takes "critical thinking" and "situational teaching" as the theoretical basis,and takes "teaching principles","content selection","teaching process" and "teaching evaluation" as the content,and discusses its specific implementation and application in different and specific teaching forms."Critical situation" is the core concept of situational teaching system of critical thinking.It refers to the situation constructed with the goal of cultivating students' critical thinking.The theoretical support of the system is "critical thinking" and "situational teaching"."Critical thinking" is the overall goal of teaching,which plays a macro leading role in the direction of teaching."Situation" is the basic strategy of teaching and plays a micro guiding role in the path of teaching.Examining the process of situational teaching of critical thinking from the four dimensions of "teaching principles","content selection","teaching process" and"teaching evaluation",which constitutes the main content of the system.Firstly,the situational teaching of critical thinking should follow the teaching principles of "focusing on improving ability","driving by problems and tasks" and "establishing democratic and equal relationship between teachers and students".Secondly,in the selection of teaching content,it is necessary to select the content that is easy to extract the core problems,select the content has room for critical thinking,select the content that is easy to construct the situation,and flexibly select the content from multiple channels.Thirdly,the general mode of situational teaching of critical thinking includes four links:focus on the problem and design the situation;introduce situations and present problems;discuss deeply and optimize the situation;draw conclusions and show results.Finally,in the aspect of evaluation and measurement,we should evaluate the development of students'critical thinking,learn from evaluation tools,make good use of evaluation scale,and strengthen the connection between situation and evaluation.For different forms of Chinese teaching,situational teaching of critical thinking should adopt different teaching strategies according to its characteristics.In the teaching of reading,teachers should be good at refining the goal of critical thinking in the reading text,constructing situation combining with the inside and outside the text,finding and solving problems in the situation,and improving the ability of critical thinking in the process of reading comprehension.In the teaching of writing,logic knowledge and argumentation knowledge should be introduced into the writing guidance,so as to improve the students' ability of thinking and language use.In the teaching of learning task group,teachers should be able to refine the goal of critical thinking,and closely combine it with the determination of the theme,the construction of the situation and the design of the task,and use a variety of comprehensive Chinese activities to cultivate students' critical thinking in the rich situation.