Research On The Teaching Of The Unit "The Power Of Logic" In High School Chines

As an abstract form of higher-order thinking,logical thinking is of great significance to the all-round development of human beings."Thinking development and promotion" is one of the high school Chinese curriculum objectives,the development and promotion of logical thinking is an important component of the high school Chinese curriculum objectives,and how to improve students’ logical thinking is always an important proposition in Chinese teaching.However,there are still weakening and dissimilation in the cultivation of logical thinking in Chinese teaching.The weakening is manifested in the lack of necessary knowledge to support the training of logical thinking,the logical knowledge can not be combined with other knowledge types in the Chinese subject,and the logic knowledge is disconnected the Chinese curriculum system,it leads to the low efficiency and low level of students’ logical thinking in Chinese teaching.And the dissimilation shows in the process of logical thinking training,"Mind training"has evolved into "More knowledge,less practice".The formation and promotion of logical thinking ability and quality need indispensable knowledge and appropriate training.The weakening of knowledge and the dissimilation of the training process are manifested knowledge can not serve the improvement of students’ thinking ability and quality in the improper combination of knowledge learning and thinking training.In order to optimize the unit teaching of "The power of logic",we should give full play to the unit teaching to improve the ability of logical thinking and to promote the close combination of Chinese and the cultivation of logical thinking,in order to ascertain the training path of logical thinking in Chinese teaching and to realize the transformation of conceptual logic knowledge into meta-cognitive"Logic knowledge" students grasp the research purposes of the study.In order to achieve the research goal,from combing the logic knowledge in the Chinese curriculum present situation,clarifies the logic knowledge Chinese curriculum development process,focusing on"Chinese curriculum standard for Senior High School(2017 edition 2020 revision)" and the hints of logical knowledge representation,presentation content and the presentation mode in Chinese textbooks for senior high school unified edition,and combing and summarizing them one by one,it is concluded that the content of formal logic is the main concern of Chinese teaching in senior high school,and it is suggested that the logic knowledge should be presented in the teaching process in combination with Chinese learning activities in a way of recessive and explicit combination.On the basis of making clear the content and form of logical knowledge presentation,this paper further combs the content of formal logic,combines the teaching material unit,and concretizes the content of logical knowledge involved in Chinese curriculum,clear the concept of category system of formal logic,judgment,reasoning and argumentation of which part of the logic of knowledge on the students to promote the specific support of logical thinking.In order to have a better understanding of the current teaching situation of this unit,a survey was conducted among students in the second and third years of senior high school and teachers who had participated in the second year of Senior High School,it is concluded that there are some problems in the teaching of this unit,such as insufficient logical knowledge,lack of recognition of the importance of the unit,lack of class time,unclear orientation of the teacher’s unit and lack of consistency in teaching evaluation.In order to improve the teaching efficiency of the unit and give full play to the value of the unit,the paper puts forward the optimization strategy of "Reforming on-the-job training of teachers,enriching the storage of teachers’ logical knowledge,enhancing their cognition of the importance of unit,clarifying the value of unit teaching,promoting students’ will to transform into studying behavior,transforming the presentation of logical knowledge,procedural monitoring objectives,activities and consistency of evaluation".Finally,based on the unit teaching optimization strategy,designed four teaching activities:"Feeling the charm of the concept of Lu Xun’s essays","Discovering the mystery of reasoning and argumentation in classic literary works","Discovering and sorting out the logical fallacies in language",and "Logicmaking debates more exciting",in order to explain vividly and concretely how to combine the knowledge of logic with this unit,how to optimize the teaching of this unit,and how to improve the training efficiency of logical thinking,so as to promote students’ logical thinking effectively.