ARTICLE
Volume 8,Issue 7
4 September 2025
Exploration of Strategies for Cultivating Reverse Thinking in Middle School Chinese Teaching
Pin Tian
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1
School of Humanities, Foshan University, Foshan 528000, Guangdong, China,
erd 2025 , 7(8), 256–261;
https://doi.org/10.26689/erd.v7i8.11830
© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
Abstract
The research by university teachers on the cultivation of reverse thinking in middle school Chinese teaching has profound educational significance and practical value. Based on this, this paper deeply explores the significance of university teachers’ research on the cultivation of reverse thinking in middle school Chinese teaching, as well as the strategies for such research. The aim is to deepen middle school Chinese teachers’ understanding of teaching theories and practices through reverse thinking problem-orientation, reverse thinking teaching concepts, reverse thinking teaching contents, reverse practice activities, and reverse thinking evaluation, so as to cultivate more new-era talents with independent thinking and innovative abilities.
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