Research On High School Chinese Language Teaching Based On The Core Literacy Of "Thinking Development And Improvement"

"Core literacy"is one of the hot issues of current education research.It is not only a new demand for talent training in the current society,but also a guide for schools to carry out specific education and teaching.Chinese teaching in senior high school undoubtedly puts"core literacy"in an important position.The"Chinese Curriculum Standards for General High Schools（2017Edition,2020Revision）"defines the core Chinese literacy into four aspects:language construction and application,thinking development and improvement,aesthetic appreciation and creation,cultural inheritance and understanding^[1][p4]."However,how to achieve these core qualities in the process of Chinese teaching is a question worthy of consideration and research.The text selects the"thinking development and improvement"literacy,which is one of the core literacy of Chinese.This core literacy develops intuition,image,logic,dialectical and innovative thinking,and improves the quality of thinking that is profound,agile,flexible,critical and original..Based on the author’s educational practice experience and existing literature,this paper focuses on the study of Chinese language teaching in senior high school,and discusses how to implement the core literacy of"thinking development and improvement"in senior Chinese language teaching.Thin power.The research methods used in this paper include literature research method,classroom observation method and questionnaire survey method.The introduction expounds the origin and significance of the topic selected in this paper,the research status and the research methods.The first chapter defines the core concepts of this paper.This paper defines the concepts of the core literacy of"thinking development and improvement",the connotation and stylistic characteristics of classical Chinese,and the unique value of classical Chinese teaching in developing and improving thinking,and combines some teaching cases to analyze teachers’teaching strategies.The second chapter analyzes the questionnaire survey on the application status of the core literacy of"thinking development and improvement"in Chinese language teaching in high school.It is divided into teacher and student papers,and has carried out targeted and specific investigations and discussions,and conducted surveys on teachers and students of three grades in three high schools in Shijiazhuang City,Hebei Province,to understand the implementation of teachers and students in the learning of classical Chinese under the new curriculum standard.The status quo of the core literacy of"thinking development and improvement"and attribution analysis of the data.The third chapter is based on the analysis of existing problems,combined with the connotation of the core literacy of"thinking development and improvement",and put forward teaching strategies to enhance students’profound thinking awareness,develop students’dialectical and critical thinking,and improve students’thinking and creative ability.And give an example to illustrate how to implement the core literacy of"thinking development and improvement"in the teaching Chinese language and text.To sum up,this paper hopes to help Chinese teachers in high school teaching,so that teachers can have a clearer understanding of the"thinking development and improvement"in the core literacy of high school Chinese,and can combine them in a specific and targeted manner.This core literacy formulates classical Chinese teaching strategies,so as to improve the literacy of"thinking development and improvement"in Chinese language teaching in high school.