Research on Primary Language Classroom Teaching for Cultivating Higher-Order Thinking Skills

Abstract

In the context of knowledge economy and information age, the goal of basic education has shifted from single knowledge transmission to comprehensive cultivation of core literacy, and the cultivation of higher-order thinking ability has become an important breakthrough in deepening education reform. As a subject with both instrumental and humanistic nature, elementary school language is not only the starting point of language learning, but also the key carrier of thinking development. However, the current elementary school language classroom is generally characterized by the obvious tendency to instill knowledge and the superficialization of thinking training. Teachers tend to focus on word memorization and text retelling, neglecting the systematic guidance of higher-order abilities such as critical thinking and creative thinking, resulting in students' lack of active thinking and weak in-depth understanding. This situation contrasts sharply with the goal of “improving thinking quality” put forward in the Compulsory Education Language Curriculum Standards. How to integrate the cultivation of higher-order thinking skills into the language classroom requires not only breaking through the shackles of traditional teaching modes, but also constructing a teaching path that conforms to children's cognitive laws. This study starts from the four dimensions of teaching design, method innovation, training reinforcement and technology integration, and tries to explore a teaching practice path that can not only consolidate the language foundation, but also activate the potential of thinking, so as to provide theoretical support and practical reference for the improvement of the quality of elementary school language classroom and increase its efficiency.