Frontiers in Educational Research, 2026, 9(3); doi: 10.25236/FER.2026.090306.
Wenyan Liu1, Honglian Lai1, Yuhuan Chen1
1Dongguan Songshan Lake Future School, Dongguan, 523808, China
Traditional high school Chinese poetry instruction suffers from issues such as superficial development of critical thinking, imbalanced student participation, and vague evaluation criteria. This paper uses the new lesson of "Red Candle" for first-year high school students as a platform, introducing the CSMS classroom teaching evaluation system. Following the principle of "select numbers for research, analyze teaching by numbers, integrate numbers and quality," it quantitatively analyzes core indicators such as the distribution of the Four-What questions and left-right brain activation, accurately diagnosing teaching problems. Based on the data, three major strategies are proposed: balancing the Four-What questions, activating right-brain thinking, and building a stepped question chain, constructing a "diagnosis—optimization—verification" closed-loop teaching model, achieving the transition from experience-based teaching to data-driven teaching, and providing a transferable practical paradigm for stimulating thinking in high school Chinese poetry teaching.
CSMS System, High School Chinese, Critical Thinking, “Red Candle”, Poetry Instruction
Wenyan Liu, Honglian Lai, Yuhuan Chen. Data-Driven Approaches and Stimulating Critical Thinking: A Practical Study on How the CSMS System Enhances High School Chinese Poetry Instruction — A Case Study of Teaching “The Red Candle”. Frontiers in Educational Research (2026), Vol. 9, Issue 3: 39-46. https://doi.org/10.25236/FER.2026.090306.
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