A Survey On The Cultivation Of Students’ Higher-order Thinking Skills In English Reading Lesson Of Senior High School

The goal of education curriculum should be conducive to the development of learners’ thinking skills.English curriculum goal goes consistent with that of education curriculum.English Curriculum Standards for General High School(2017 Edition)makes it clear that teachers should steadily develop students’ higher-order thinking.The survey on the cultivation of students’ higher-order thinking skills in English reading lesson of senior high school can provide reference value for educators to cultivate middle school students with higher-order thinking skills.On the basis of combing the literature,the author interprets the relevant theoretical knowledge of "higher-order thinking skills".This research focuses on three questions: 1.What reading activities of higher-order thinking do teachers mainly carry out? 2.How do the teachers use classroom questioning to promote the implementation of these reading activities? 3.What difficulties do teachers encounter in the process of promoting the cultivation of students’ higher-order thinking skills?Based on the research topic,this study took 169 English teachers from 5 senior high schools in Beihai city as the research object,and selected 10 English reading lessons for non-participating structural observation.The author obtained problemsolving data through questionnaire survey,classroom observation and teacher interview.The questionnaire was compiled according to the analysis of English learning activities in English Curriculum Standards for General High School(2017 Edition).The classroom observation scale was compiled according to the theory of Hu Qingfang(2017)and Cui Yunhuo(2008).Investigation and observation verify each other.The results show that:1.Teachers carry out the higher-order thinking reading activities with analysis as the main category,evaluation and creation as the second category.2.In classroom questioning,teachers design a large number of lower-order questions to transition to analysis based higher-order questions;and use the interaction of collective answer and repeated answer to promote the implementation of these reading activities.3.In the process of promoting the cultivation of students’ higher-order thinking skills,teachers encounter some difficulties: teachers’ lack of theoretical knowledge and practice experience about higher-order thinking skills;at the same time,there are some other factors that affect teachers to promote the cultivation of students’ thinking skills.According to the problems arising,this paper puts forward some suggestions: teachers should carry out the reading activities of higher-order learning to promote the balanced development of students’ skills of analysis,evaluation and creation;set questions and answers for thinking;strengthen the theoretical knowledge of higherorder thinking skills and accumulate relevant teaching practice experience,and build a reading class combining learning and thinking.