Research On The Teaching Of Critical Reading Of Argumentative Texts In High School

The teaching of discourse based text reading in high school has been a long-standing concern in the academic community.Existing research mostly analyzes and discusses text reading teaching from a theoretical perspective,but in practice,the content is rich but not highly targeted and has weak applicability.This study takes discourse based text reading teaching as the research object,follows a mixed research paradigm,uses questionnaire survey and interview methods to deeply understand the current teaching problems,and objectively attributes based on empirical research data.In response to practical problems and reasons,"speculative reading" is introduced into discourse based text reading teaching,and the compatibility and basic principles of teaching are analyzed.On this basis,specific implementation strategies for the teaching of speculative reading in high school discourse texts are proposed.Research has found that the current teaching of discourse based text reading in high school is facing severe challenges.One is the lack of dialogue,manifested as students passively accepting textual information,making it difficult for teachers and students to create equal dialogue spaces,resulting in students’ subjectivity in reading being obscured;Secondly,the situation is detached,and teaching has not created corresponding situations to explore the relevance and contemporary value of the text,thereby neglecting the practical relevance of the text,resulting in a sharp decrease in the effectiveness of speculation;The third is the solidification of teaching mode,which is limited by the "argument,evidence,and argumentation" mode of teaching in sequence.Reading remains at the level of understanding and presents shallow and static problems,neglecting the dynamic generation of students;Fourthly,the teaching evaluation is single,lacking emphasis on argumentative text teaching.There is a tendency towards test questions in teaching and a focus on pursuing one-way information screening ability,resulting in deficiencies in ability cultivation and evaluation.The reasons for these problems are: on the one hand,teaching is influenced by traditional "acceptance orientation",and the low-level positioning of teaching objectives leads to students being in a passive state;On the other hand,the lack of critical motivation and links leads to arbitrary interpretation of the text,leading to a one-way analysis of reading;In addition,the path dependence of instructional design makes teaching accustomed to static analysis,which hinders the effective implementation of deep reading;Finally,the misplaced evaluation function makes teaching overly dependent on exams,neglecting the multifaceted development and deep evaluation of students’ abilities.In the face of the above problems,it is necessary to strengthen the speculative nature of discourse text teaching and promote the teaching of speculative reading of discourse texts.From the perspective of appropriateness,the combination of the two can help reading move towards rationality,provide conditions for the creation of teaching situations,and demonstrate deep reading,thereby implementing the core literacy of Chinese language.At the same time,from a feasibility perspective,firstly,existing academic research has provided theoretical guidance for teaching,secondly,the school has created a good atmosphere for curriculum construction,and thirdly,teachers themselves have strong professional qualities.Based on this,the teaching of speculative reading in discourse texts should follow the following three principles: firstly,questioning the critical principle,which emphasizes the introduction of critical elements in teaching and rational reading;The second principle is the principle of subject dialogue,which is to find a space for dialogue and encourage students to think through dialogue and communication;The third principle is the generative nature of thinking,which means that teaching should focus on students’ generative development and prioritize their actual gains.Based on this,the teaching of speculative reading in discourse texts can adopt the following strategies: firstly,with speculation as the direction,focusing on the development of students’ thinking and the improvement of their literacy.And based on the stylistic characteristics,create a dialogue space for students,thereby highlighting their reading subjectivity and enhancing their critical awareness and critical thinking ability.Secondly,emphasis should be placed on situational restoration,using background information or different interpretation perspectives in teaching to create unique thinking contexts for students,allowing them to move towards a rational interpretation of the text in a speculative context,including exploring the relevance and contemporary value of the text in reality;Once again,enhance teaching flexibility,focus on analyzing the language and content elements of the text,push reading towards dynamics and depth,and pay attention to students’ reading generation;Finally,we need to shift our preference towards objectification and shift our focus from the cultivation of unidirectional abilities to the deeper development of students’ thinking qualities.This will enable teaching evaluations to be updated in terms of evaluation concepts,content,and methods,thereby helping students improve their thinking and reading abilities.