An Empirical Study On The Cultivation Of Critical Thinking Ability In English Reading Teaching Of Senior High School

The National English C urriculum Standard for General High school points out that teacher should improve students? critical thinking ability and innovative ability in the teaching process.However,the pressure of the university entrance exam makes it difficult to attach importance to this ability in senior high school English teaching.In addition,English knowledge is complex and trivia in senior high school.Therefore,most teachers choose to pay more attention to the teaching of English knowledge when they are facing the pressure of university entrance exam.And they pay less attention to training students? critical thinking ability.Based on the constructivism theory,cooperative learning theory and some theories about critical thinking and critical reading,the author tries to cultivate students? critical thinking ability in English learning through critical reading teaching.This thesis chooses students from two classes of grade two as the research subjects.The critical thinking scale and critical reading test paper are used as the research instruments in this study.The test,questionnaire and interview are used.Before the experiment,the author puts forward two research questions:(1)What effects does critical reading teaching have on students? critical thinkingability?(2)What kind of critical thinking ability can be improved in critical reading teaching?After raising questions,the author conducts critical thinking scale survey and critical reading test to two classes of students in order to test students? critical thinking ability and reading scores before the experiment.In the experiment,the teacher carries on critical reading teaching in the experimental class;the controlled class applies the bottom-up mode for comparison.After the experiment,the scale and critical reading test are tested again,and the students are interviewed after the experiment.Fina lly,the author compares and analyzes the relevant data and materials collected in the experimental process,and then the author obtains the experimental conclusion.The results show that:(1)critical English reading teaching can improve students?critical thinking ability;(2)critical English reading teaching can significantly improve students? analysis ability,self-regulation ability and inference ability in critical thinking.After the experiment,the author also gets some implications.Teachers should actively cultivate students? problem consciousness and improve the ability of analyzing problems in teaching.And teacher should encourage students to dare to question the text,and actively cultivate students? self-reflection ability and cooperative learning ability.This study provides a theoretical and practical basis for teachers to carry out critical reading teaching,and has a certain referential significance for related English teaching researc h.However,there are some deficiencies in this research,which need to be further improved and corrected in the future teaching practice.