Problems of Thinking Levels in "Poetic Commentary Verification Questions"
Based on Assessment Data andCorresponding Teaching Strategies
Yang Xiaokang (Chongqing No.1 Secondary School, Chongqing 400030)
Abstract：As an emerging mainstream question type in classical Chinese poetry appreciation,the Poetic Commentary Verification Question often poses great difficulties to students due tolinguistic gaps between ancient and modern Chinese, breaks in cultural contexts and restrictions inlearners' thinking levels. Rooted in Bloom's Taxonomy of Educational Objectives and Wiggins' SixFacets of Understanding, the research establishes a progressive thinking model featuring "startingfrom comprehension, proceeding via analysis and ending with correlation". By analyzing real collegeentrance examination Chinese papers and assessment data from prestigious middle schools, alongsidecurriculum standards and exam trend research, it elaborates the transition path from lower-orderthinking (including understanding poetry contents and critical viewpoints on poetry) to higher-orderthinking (such as factor decomposition and logical correlation). The research highlights the adoptionof "Hypothetical situational construction" and"Big-unit teaching" to build logical links betweenconcrete poetic images and abstract concepts in poetic critiques, offering operable references forthinking training in classical Chinese poetry teaching oriented toward core literacy development.
Keywords：Poetic Commentary Verification Question; Progressive Thinking; HypotheticalSituation; Large-Unit Teaching
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