Research On The Teaching Strategy Of "Critical Reading And Expression" Learning Task Group In Junior Middle School Chinese

In 2012,UNESCO regarded critical thinking ability as a core ability,emphasizing that students in the 21 st century should have critical thinking,creative problem solving ability,decision-making and learning ability.China pays attention to cultivating students ’ability of rational thinking and expression,and promoting the development of students’ critical thinking ability.In 2022,the Ministry of Education of China promulgated the Chinese Curriculum Standards for Compulsory Education(2022 Edition),which set up a learning task group of "critical reading and expression",focusing on the development of students’ core literacy "thinking ability".The proposal of the "critical reading and expression" learning task group requires junior middle school Chinese teachers to change their teaching ideas and methods,and reorganize their teaching content for teaching,which is a great challenge for many Chinese teachers.Many junior middle school Chinese teachers do not fully understand the connotation of the "critical reading and expression" learning task group,which cannot be implemented in teaching.The research focuses on these practical problems and tries to put forward some effective teaching strategies for the teaching of the "critical reading and expression" learning task group in junior middle school Chinese.The study is mainly divided into the following parts:Part one,the introduction.This part includes the research basis,purpose,review,main content,ideas and methods,mainly combing the literature results,the literature review,according to the four perspectives: "critical" connotation study,learning task group connotation and teaching strategy,"critical reading and expression" learning task group connotation and teaching strategy,critical reading and writing problems and reasons,summarizes the literature research results,laid a good foundation for research.The second part,connotation analysis and theoretical elaboration.The concept definition can make the research content clear and clear.This part mainly defines three concepts: critical thinking,learning task group,and "critical thinking reading and expression" learning task group."Ideological reading and expression" learning task group is the core of the research,refers to the guidance in the Chinese core literacy,design critical learning theme,set up series Chinese learning task,create real language learning situation,guide students to learn to use analysis,comparison,inference,question,thinking method to solve the problem,develop thinking ability,cultivate the rational spirit,the cultivation of "thinking ability" core literacy.The second part also explains the learning theory of constructivism and the intelligence theory of focusing on thinking structure based on the characteristics of the research content,which provides the theoretical basis for the research.The third part,interpret the curriculum standard and teaching materials.Interpret the curriculum standard,fully understand the content of the "critical reading and expression" learning task group,and provide the curriculum standard basis for the proposal of the strategy.Text is the material and carrier of critical teaching.Junior middle school Chinese teachers should master and make good use of the critical resources in the teaching materials to better achieve the goal of classroom critical teaching.So sorting department edition of junior high school Chinese teaching material of critical text,argumentative text is a typical critical text,argumentative text mainly concentrated in the ninth grade,grade seven and eight grade argumentative article rarely,other types of style also contains critical teaching elements,organize students to carry out analysis appreciation activities,make full use of the teaching material critical content,training junior high school students thinking ability.The fourth part,the current situation investigation and the cause analysis.This part mainly analyzes the learning situation of critical reading and expression of junior high school students in junior middle school students through questionnaire survey,and finds some problems encountered by junior middle school Chinese teachers in implementing the learning task group teaching of "critical reading and expression" through teachers’ interviews.According to the survey data,we can see that there are three problems,including students: low critical reading ability,insufficient critical expression,and low critical learning motivation;In teachers,there are three problems: cognitive deviation,lack of critical in classroom teaching practice,and neglect of critical expression training.The fifth part,the teaching strategy.This paper proposes five teaching strategies according to curriculum standard,teaching material and status quo investigation.First,continuously improve teachers’ professionalism and lay a solid critical teaching foundation;second,Grasp the elements of thinking,focus on the thinking method of teaching;third,define task-driven orientation and implement creative teaching;fourth,construct critical learning activities to promote stent thinking;fifth,implement multiple evaluation to help students thinking.In short,only when students learn to speculate,can they eliminate the false and preserve the true,and obtain the optimal personal development.The author hopes to provide feasible teaching strategies for junior middle school Chinese teachers to implement the learning task group teaching of "critical reading and expression",improve the critical thinking ability of junior high school students,and implement the cultivation of the Chinese core literacy.