Research On Task Group Teaching And Higher Order Thinking Cultivation In Junior Middle School Chinese Learning

The modern education philosophy advocates that education and teaching should be carried out around the "core literacy" of students,requiring students to have the ability to question,criticize,practice and innovate.The "Compulsory Education Chinese Curriculum Standards"(2011 edition)also pointed out in the course objectives: while developing language skills,it also develops thinking skills,stimulates imagination and creative potential.The Chinese curriculum is facing the severe challenges of the development of the times and the reform of the new high school entrance examination.The complicated life situation requires the intervention of higher-order thinking and promotes the occurrence of deep learning,so that the Chinese language literacy can be implemented.However,in the past Chinese teaching models,low-level thinking training is often emphasized,and there is a lack of teaching strategies for thinking improvement.The evaluation is more biased towards the low-level thinking abilities of memory,understanding,and application.It is difficult for students to achieve analysis,evaluation and creativity in thinking.It is difficult to achieve the purpose of developing students' thinking ability in junior high school Chinese teaching.With the implementation of the reform of "General High School Chinese Curriculum Standards(2017 Edition 2020 Revision)",learning task groups have also become the basic form of constructing Chinese curriculum content.The characteristics of the learning task group teaching model make it promote the cultivation of students' higher-order thinking ability.Since its introduction,the theoretical and practical research has been mainly in high schools,and higher requirements have been placed on teachers.However,junior high school students are in a critical transitional period for the development of thinking ability,and they have made obvious progress in the independence and criticality of thinking,which does not prevent them from developing higher-order thinking skills through this model.This is also the innovative point of this article.This article is mainly divided into four parts,aiming to study the junior middle school Chinese teaching with learning task group as the carrier,so as to cultivate students' high-order thinking ability which demands the development of core literacy.First,use the literature analysis method to analyze and summarize the research background,research significance,research status,and research methods of junior high school Chinese learning task group teaching and higher-order thinking training;secondly,analyze the theory,characteristics of higher-order thinking,and the characteristics of junior high school students' thinking development.The training principles of the learning task group,the theoretical basis,characteristics,value,and teaching methods of the learning task group,as well as the junior high school Chinese textbook compiled by the Ministry of Education,summarize the relationship between the cultivation of higher-order thinking and the teaching of the learning task group.On this basis,using the questionnaire survey method to investigate the current situation of the author's school,analyze the teacher's perception of the learning task group in actual teaching,actual difficulties and implementation,corresponding to the effect of students' higher-order thinking training,and found Problems in the teaching of junior middle school Chinese task group based on the cultivation of higher-order thinking: the direction of higher-order thinking training is not clear;the teaching resources are insufficiently dispersed;the design of comprehensive inquiry learning tasks is insufficient;the feedback to the learning process is not timely and specific.Further improvement strategies are proposed: integrating Chinese teaching content and clarifying the direction of higher-order thinking;creating real teaching situations to guide the generation of classroom thinking;providing support and timely feedback to promote the in-depth development of thinking;enriching inquiry and reasoning activities and strengthening students' thinking training.And discuss the views of other scholars.Finally,using the lesson research method to analyze the teaching design of the learning task group for cultivating the students' higher-order thinking ability,provide some ideas for the teaching of the junior high school Chinese learning task group and the cultivation of the students' higher-order thinking,and contribute their own modest strength.