Research On The Strategies For Cultivating Thinking Quality In High School Whole Book Reading Teachin

The concept of "language core literacy" is proposed in the General High School Language Curriculum Standards(2017 edition),in which "development and enhancement of thinking" is receiving more and more attention from frontline teachers,and teachers are gradually forming a consensus on the development of thinking quality in language subjects.Teachers are gradually forming a consensus on the development of thinking quality in language subjects.At the same time,the introduction of the "whole book reading and discussion" learning task group in the new curriculum has also made "whole book reading" a hot topic in high school language teaching.The advantages of whole book reading make it an effective way to cultivate students’ thinking quality.This study will explore the development of thinking quality in whole book reading teaching.In order to understand the specific situation of developing thinking quality in whole book reading classrooms,the author selected a case school where whole book reading is being taught,and through classroom observation and surveys of teachers and students,she identified the experiences and shortcomings of developing thinking quality in whole book reading,and proposed strategies to optimize the development of thinking quality in whole book reading teaching in high school.This study is divided into three parts.The first part analyzes the appropriateness between whole-book reading and thinking quality.Firstly,the connotation and characteristics of language thinking quality are summarized,secondly,the ability of language thinking quality in reading is sorted out,and finally,the feasibility of developing thinking quality in whole book reading is analyzed from the aspects of conforming to the direction of the college entrance examination questions,the advantages of whole book reading itself and the development requirements of the new standard for whole book reading thinking quality.The second part analyzes the current situation of whole book reading classroom teaching,teachers’ knowledge of whole book reading and thinking quality,and students’ learning situation,and summarizes the experiences and problems in teaching.The teachers can design teaching objectives and activities based on students’ learning conditions,and give students a wide space for thinking.However,there are also problems such as formalization of thinking quality cultivation and single perspective of thinking quality development assessment.In the third part,based on the analysis of the current situation of whole book reading thinking quality cultivation,and based on the current teaching achievements and experiences as well as the shortcomings,the optimization strategies of whole book reading teaching thinking quality cultivation in high school are proposed:grasp thinking clues by setting main questions;enhance students’ thinking awareness by using thinking tools;cultivate reading and writing awareness and assess thinking development from multiple perspectives.