Research On The Cultivation Of Students Thinking Critical In The Classical Chinese Teaching In Senior High School

As an important part of senior secondary language teaching materials,the introduction of critical thinking is an active exploration based on the current status of teaching and learning of literary texts,providing a new perspective for interpreting literary texts and making up for the shortcomings of corroborative reading.It can help students decode the vivid vitality behind the language,better understand the cultural classics,and pass on and innovate the excellent Chinese traditional culture,as well as enhance the efficiency of classroom teaching in the language.Questionnaires and case studies reveal that the problems in cultivating students’ critical thinking in contemporary high school literary teaching include teachers’ and students’ lack of awareness of the discursive qualities of literary texts,outdated models of teaching literary texts,insufficient literary thinking activities,and assessment that neglects students’ self-reflection and directional guidance.These problems are largely due to teachers’ own lack of critical thinking,inadequate understanding of the new curriculum philosophy,inadequate attention to the student body,and neglect of the role of assessment in facilitating the development of thinking.However,the high school level is a critical period for the development of critical thinking,and the textbook literary selections provide a rich space for the development of critical thinking,and the focus on the development of students’ critical thinking is an implementation of the relevant requirements in the curriculum standards.As can be seen,there is both a theoretical basis and a practical and urgent need to develop students’ critical thinking in the teaching of literary texts in senior secondary schools.Therefore,teachers need to consciously pay attention to the cultivation of students’ critical thinking in high school literary teaching and to clarify specific teaching paths.First,teachers need to dissect the textual qualities of the language and broaden their thinking perspectives.This includes examining the interpretation of the text and refining the words and phrases;focusing on the logic of the text and exploring the hidden connotations;considering the ideas and perspectives and exploring the contemporary values;and questioning the inherent perceptions and breaking through the thinking stereotypes.Secondly,we need to innovate the way we teach literary languages to improve the quality of our thinking.This includes creating contextual tasks to create an atmosphere for discursive thinking;building learning scaffolds to facilitate the journey of discursive thinking;and making connections with other texts to open up the horizons of discursive thinking.Furthermore,we need to enrich literary language thinking and discursive activities to activate students’ experiences.These include drawing mind maps to present the pathways of thinking,organising communication activities to provoke exchanges of ideas,and text output to showcase the results of thinking.In addition,a reflective assessment system should be constructed to consolidate the results of literary thinking and discernment.This includes optimising assessment subjects and emphasising student participation;refining assessment points to guide the direction of thinking;and focusing on activity assessment to track the learning process.Finally,taking The Master’s Speech and The Six Kingdoms as examples,we present the teaching design of single and group reading respectively,and reflect on the issues that should be noted in an attempt to inspire frontline teachers.