Research On Critical Reading Teaching In Senior Chinese

With the progress of curriculum reform,the cultivation of thinking ability and quality development has attracted much attention.The "General High School Chinese Curriculum Standards(2017 Edition)" put forward the core literacy requirements of "thinking development and improvement",and set up the learning task of "speculative reading and expression",which shows that the current high school Chinese curriculum pays much attention to the development of students' thinking ability.However,the superficial and routine reading of reading teaching is the normal state of the classroom,which seriously hinders the development of rational thinking and deviates from the requirements of Chinese curriculum standards.To change the status quo,it is necessary to integrate "critical" with reading teaching and develop high school Chinese critical reading teaching.This research explores and analyzes the teaching of critical reading in senior Chinese from two aspects of theory and practice,with a view to complement and perfect the study of critical reading in senior Chinese.The full text is divided into five parts:The introduction part explains the origin of the research,literature review,research significance and research methods.The first chapter traces the meaning of "critical" from the perspective of etymology,and on this basis,combines the existing literature to determine the connotation and characteristics of critical reading,so as to understand the connotation and characteristics of critical reading teaching.The second chapter analyzes the theoretical basis and implementation basis for the development of high school Chinese critical reading teaching.The theoretical basis includes critical thinking education theory,critical pedagogy,reception aesthetics theory and constructivist theory;implementation basis includes new norms and orientations of curriculum standards,High school students' thinking and critical tendency,the uniqueness of high school Chinese reading thinking,the particularity of the nature of high school Chinese subjects,and the orientation of the content of the college entrance examination.Chapter Three uses case analysis to summarize the specific manifestations of the current situation of lack of critical thinking in Chinese reading teaching in high school and explore the reasons.The lack of speculative manifestations is a superficial text interpretation,lacking rational dialectics;static knowledge instillation points to low-level thinking Training;simplified analysis and argumentation,confirming the conclusion first;questioning trivial and superficial,and chaotic problem guidance logic;limited in-class teaching materials and unreasonable use of resources in five aspects.The reasons include the weak sense of traditional thinking in teaching and the prevailing trend of utilitarian teaching evaluation,Teachers are not high in critical literacy,and students are weak in four aspects.The fourth chapter proposes high school Chinese critical reading teaching implementation strategies from the three aspects of content determination,classroom implementation and supporting conditions,and designs high school Chinese critical reading teaching cases according to the proposed strategies.In terms of content determination,it should be based on teaching materials.In terms of classroom implementation,it is necessary to promote the generation of questions,stimulate interest in speculation,develop speculative activities,strengthen critical training,encourage individual reading,and comprehend the beauty of critical;in terms of supporting conditions,the subject must change cognition.To increase the awareness of speculation,we must introduce extracurricular resources,expand the space for critical,integrate logical knowledge,and train critical thinking.