Research On Teaching Strategies For Critical Reading In High School Chinese Language Teaching

Critical reading is a type of reading that emphasizes rational thinking,and a qualified critical reader should possess both the skills of rational thinking and the emotional literacy required for critical rationalism.Critical reading instruction in high schools is a teaching vehicle that fosters critical thinking,develops logical reasoning skills,and improves the quality and depth of thinking in high school students.The "development and enhancement of thinking" subject core literacy is proposed in the "2017 National Curriculum Standards for Ordinary High School Chinese," and a "critical reading and expression" learning task group is specifically established to implement this core literacy,indicating the current emphasis on the development of high school students’ thinking ability in language education.Although the new curriculum has been in effect for six years,further exploration is still needed on how to better implement the new curriculum and conduct critical reading instruction effectively.The new curriculum standard proposes to carry out "critical reading and expression" through "topic-based learning".Following this concept,this article investigates the current situation of critical reading teaching in senior high school,analyzes the problems in the current teaching,and tries to explore teaching strategies for critical reading through "topic-based learning",in the hope of providing effective reference for frontline teachers.This thesis focuses on four aspects.The first chapter is the introduction,which mainly describes the reason for choosing the topic,the significance of the study,the current situation of the study and the research method,clarifies the core concepts of the thesis,and analyzes the feasibility of teaching the topic of critical reading.Chapter 2 analyzes the two-dimensional Delphi model of discursive reading,and summarizes the three stages of the process of discursive reading and the components of discursive reading ability according to the two-dimensional structure model.Chapter 3 explores the current situation of teaching discursive reading in high school language,and argues that the current teaching of discursive reading not only suffers from the lack of teachers’ discursive consciousness,underutilization of teaching resources,and neglect of the cultivation of students’ independent inquiry ability,but also has problems such as students’ rational thinking needs to be improved.Chapter 4 mainly discusses the strategies of teaching discursive reading in high school language,including the design ideas,implementation process and evaluation of teaching discursive reading.The design of teaching is based on establishing teaching objectives,selecting suitable topics and integrating learning resources.Regarding the teaching process,the first is to use the context as the starting point to stimulate students’ interest in thinking and discernment;the second is to use learning activities as the fulcrum to guide students to think and discern in doing;and the last is to provide the necessary learning scaffolding to improve the quality of students’ thinking and discernment.Regarding teaching evaluation,the evaluation content should focus on the overall development of students’ core literacy and provide diversified evaluation for students.