Research On The Critical Thinking Reading Teaching Of The Unified Edition Of High School Classical Chinese Based On Metacognitive Theory

The core quality of "development and improvement of thinking" is put forward in the Chinese Curriculum Standards for Ordinary High Schools(2017 edition,2020revision),which reflects the new curriculum reform attaches importance to the improvement of students’ thinking ability.At the level of reading teaching,Critical thinking reading teaching echoes the development requirements of core literacy and emphasizes the cultivation of students’ rational spirit in the teaching process.Although the existing researches are aware of the full suitability of classical Chinese for the teaching of Critical thinking reading,they focus on the generation of reading results and lack of attention to the cognitive process of reading.Poor cognitive structure restricts the depth and breadth of Critical thinking.Metacognition,as a theory that emphasizes "cognition recognition",is an important cognitive process in reading activities.The application of metacognitive theory in the Critical thinking reading teaching of classical Chinese in high school is to guide students to form stable and rational thinking quality gradually in the process of actively and consciously reviewing and adjusting their own reading.First of all,literature analysis is used to identify the core concepts of "metacognition","Critical thinking reading teaching" and "Critical thinking reading teaching of classical Chinese".Centering on the teaching needs and teaching values,this paper analyzes the applicability of metacognition theory to the Critical thinking reading teaching of classical Chinese in high school.Then,it seeks the basis of teaching implementation from four aspects: curriculum standard,the characteristics of high school students’ thinking development,the selection of classical Chinese and its Critical thinking characteristics,and the factors that constitute the Crit ical thinking reading ability of high school classical Chinese.Then,on the basis of theoretical combing,literature analysis and empirical investigation,it explores the teaching principles and strategies of Critical thinking reading in high school classical Chinese based on metacognitive theory,and gives operational demonstration of relevant strategies combined with close reading of texts,classroom records and teaching cases.Finally,using the action research method,the teaching experiment of "The Remonstrance of Answer Sima" and "Preface to the Titling Officials of the Five Dynasties" was carried out around the relevant strategies.From the perspective of the implementation effect,the important role of metacognitive theory in the teaching of Critical thinking reading of classical Chinese in high school was confirmed.In general,the study takes into account both theoretical guidance and practical operation,in order to provide a reference for the teaching of Critical thinking reading of classical Chinese in high school.