Research On The Effect Of Group Reading Teaching On Improving The Critical Thinking Ability Of Junior High School Student

According to Piaget’s cognitive development theory,middle school students are in the stage of formal operations,which is a critical period for the development of their thinking abilities.In addition,the Chinese Curriculum Standards for Compulsory Education(2022 Edition)requires students to initially master the thinking methods of comparison,analysis,generalization,reasoning,etc.,to think dialectically,and to put forward higher and clearer requirements for the development of students’ thinking ability.Among them,critical thinking,as one of the high-level thinking abilities,has received widespread attention.The Chinese curriculum provides a deep soil for cultivating students’ critical thinking,and the teaching of group text reading is a reading teaching method that has emerged in recent years.It has excellent advantages in cultivating critical thinking ability,which has attracted the attention of many scholars and teachers,and the research in related fields has made certain progress.In order to better understand the current situation of the cultivation of critical thinking of junior high school students in group text reading teaching,and put forward optimization suggestions,this research is based on the cognitive development theory and constructivist learning theory,taking the students in the fourth stage of compulsory education,namely junior high school stage,as the research object,and using survey,observation and other methods to study how teachers can improve students’ critical thinking level through group text reading teaching.Based on relevant theories,this paper randomly selects two classes of junior high school students in a middle school in Shanxi Province as the research object,and uses the questionnaire method and interview method to analyze the current situation of the improvement of junior high school students’ critical thinking and the attribution of the existing problems in the teaching of group reading;The interview method is used to interview the Chinese teachers of the school to understand their understanding of critical thinking and group reading teaching,and whether certain strategies are used in teaching activities to improve students’ critical thinking.At the same time,during my professional internship,I observed the Chinese language teaching classroom at the school,including two aspects:teacher teaching and student learning feedback.The survey found that the teaching of group text reading has achieved certain results in the cultivation of students’ critical thinking ability in Chinese teaching,but there are still many obstacles,mainly including the difficulty of implementing group text reading teaching in the teaching process of teachers;Students have insufficient understanding of critical thinking and group reading teaching;And the impact of school management and social environment.Based on this,the author conducts attribution analysis from several dimensions:teachers,students,social environment,and group reading teaching itself.Based on the above findings,this study carried out a two month group text reading experiment.After the experiment,questionnaires,interviews and classroom observations were conducted among students and teachers in two classes,and the results were analyzed.It was found that group text reading can effectively improve students’critical thinking.Based on the above investigation and experiment,the author proposes strategies from four dimensions:"determination and setting of topics","text selection and construction","consensus reached",and "teacher teaching evaluation",in an attempt to provide scientific theoretical basis and operational strategies for improving students’ critical thinking ability through group text reading teaching.