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

"The General High School Language Curriculum Standards（2017 edition）" clearly sets out the core qualities of "development and enhancement of thinking" and the learning task group of "critical reading and expression",which also requires that "not less than 1/2 of the outstanding works in ancient China should be read in class",indicating that Chinese education is paying more and more attention to the development of students’ thinking in the study of literary texts.This has attracted a great deal of attention from scholars,and how to enhance students’ critical thinking skills in reading literary texts is a current hot topic of concern in education.A review of the literature reveals that there have been many research studies on the teaching of discursive reading in literary texts,but most of these studies are based on individual texts,and very little research has been conducted on the teaching of discursive reading in literary texts as a whole.Therefore,the author attempts to combine discursive reading in literary texts with unit instructional design to conduct a study on the unit instructional design of discursive reading in high school literary texts.The introductory section focuses on the origins of the study,the significance of the study,the literature review,the research methodology and the research innovations.Chapter 1 is the overview and feasibility analysis section of the study.On the one hand,this paper defines the concepts of ’critical reading’ and ’unit teaching design’,and elaborates on the theoretical foundations of critical thinking education,constructivist theory and systemic theory;on the other hand,it analyses the feasibility of this study in terms of the discursive nature of literary texts,the concept of teaching materials and the thinking characteristics of high school students.Chapter 2 is the section on investigating the current situation and influencing factors.This paper uses questionnaires and interviews to analyze the survey results to conclude that teachers have the status quo of formalized goal setting,narrow content integration,old methods use,and difficult teaching implementation in unit teaching,while students have the status quo of low level of literary thinking and utilitarian purpose of learning;in addition,the factors affecting unit teaching are internal cognitive factors of teachers and students and external factors such as test-taking education and internet environment In addition,there are internal cognitive factors of teachers and students and external factors such as test-based education and Internet environment.Chapter 3 is the strategy section.Based on the first two chapters,the author tries to formulate the strategies as follows: condensing the unit themes,determining the common and individual objectives of the unit on thinking;integrating the thinking resources inside and outside the unit;setting up the contexts,framing the tasks and teaching reading methods in the unit teaching tasks;and adopting developmental assessment.It is hoped that this will provide effective and feasible teaching design strategies for frontline teachers.Chapter 4 is the section on concrete implementation cases.According to the relevant teaching philosophy and the unit teaching design strategies in this paper,the author has designed a specific teaching implementation case using Unit 8 of the Compulsory Second Book of the Unified Edition of the Senior Secondary Language as an example.