Research On The Teaching Of Ideational Reading In Classical Chinese In Junior High School

For the first time,the "Chinese Curriculum Standards for Compulsory Education(2022 Edition)" puts forward the "critical reading and expression" learning task group,which corresponds to the "thinking development" in the core literacy of language,aiming to promote the development of students’ rational and logical thinking ability and improve students’ core language literacy."Critical Reading" requires students to be able to analyze and question and interpret texts in an independent manner.The concise and far-reaching meaning of classical Chinese in junior high school Chinese textbooks is an important carrier for training students’ critical thinking ability.However,in real teaching,some teachers fail to make good use of the value of classical Chinese,attach importance to the implementation of words and sentences in classical Chinese,and ignore the speculation contained in the text,which is not conducive to the development of students’ thinking.In addition,through reviewing the literature,the author found that most of the research on "teaching critical reading in classical Chinese" is concentrated in high schools.Therefore,this paper uses literature analysis,questionnaire survey and interview methods to systematically study the teaching of critical reading in junior high school.The introduction part is mainly an analysis and explanation of the research origin,research content,research status,research methods,and research significance.The first chapter mainly summarizes the teaching of speculative reading in the first Chinese of Chinese and Chinese,and first defines the relevant concepts of "classical Chinese","speculative" and "critical reading teaching".Secondly,starting from the emphasis on thinking in the theoretical basis and curriculum standards,the implementation basis of the teaching of critical reading in the first Chinese is analyzed.Then,the selected Chinese texts in the junior high school Chinese textbook were sorted out and analyzed,and the speculative factors in the selected Chinese texts of the first Chinese were summarized.Finally,from the two aspects of students’ individual development and teachers’ professional growth,the value and significance of critical reading teaching in primary Chinese are explored.Chapter 2analyzes the current situation of critical reading teaching in the Chinese through student questionnaires and teacher interviews,and further explores the reasons for its occurrence.Chapter 3 combines the research of the previous chapters to explore the teaching strategies of critical reading in the first Chinese with the development of students’ critical thinking skills.It mainly involves the cultivation of rational thinking based on the critical goal in the teaching of speculative reading in classical Chinese;digging into speculative content in literary words,essay structure,and text thrust;Integrate speculative resources in thematic teaching and related historical sources;Activate students’ critical thinking through the creation of speculative situations in classroom discussions,debates and speculative keynote speeches;Use auxiliary methods such as mind maps,Tourmin argumentation models and reading annotations to improve students’ critical thinking skills;By enriching the evaluation subjects and improving the evaluation methods,the effectiveness of the teaching of speculative reading in classical Chinese is tested,and the critical experience and methods are accumulated.