A Research On Cultivation Of Students’ Thinking Quality In Senior High School English Reading Class

The English Curriculum Standard for Senior High School(2017)approved by the Ministry of Education listed thinking quality as one of the key competences of English subject for the first time,which highlights the role of English in intellectual development of students.And thinking quality is the core of the whole intelligence.Therefore,the cultivation of students’ thinking quality through English subject has become an important issue.In the process of cultivating students’ thinking quality in English subject,reading class plays a vital role.Reading class can not only help students get information and learn language knowledge by understanding the content of articles,but also can trigger students’ in-depth thinking,and then promote the cultivation of students’ thinking quality.However,how to cultivate students’ thinking quality through English reading class,which is worthy of further study.This research focused on the cultivation of thinking quality in English reading classes in Grade Two in a senior high school and explores the specific ways of how to cultivate students’ thinking quality in English reading classes.According to Bloom’s taxonomy of educational objectives,the cultivation of students’ thinking quality includes six levels.They are remembering,understanding,analysis,application,evaluation,creation,respectively.Through the teaching experiments,the researcher attempted to explore the following two questions:(1)What changes have taken place in students’ thinking quality after research?(2)How is the improvement of students’ thinking quality helpful for their English achievements? The research is conducted in Grade Two in a senior high school with 70 students,which lasted for 3 months.These 70 students come from two parallel classes,and the number of students in both parallel classes is 35.Before the experiment,the students from two classes are asked to do a pre-test paper related to thinking quality test.During the experiment,The teaching of English reading in the experimental class is based on Bloom’s taxonomy of educational objectives.The teaching of English reading in the control class is based on the general English reading teaching.When the experiment is over,the students from two classes are asked to do a post-test paper.And the students are also asked to do a semi-structured interview.The data of pre-test and post-test is analyzed by SPSS 25.0 software.After the teaching experiment,firstly,it can be found that there exists significant differences about students’ scores in the pre-test and post-test in experimental class compared with the control class.That is to say,students’ score in the post-test is higher than in the pre-test in experiment class.Secondly,the results showed that the improvement of students’ thinking quality is helpful for their English achievements.The students with lower level of thinking quality in the pre-test have a greater improvement,compared with the students with higher level of thinking quality in the pre-test.But the students with higher level of thinking quality in the pre-test still perform better in the post-test.At the same time,the study also implied that it is important and feasible to cultivate students’ thinking quality in English reading classes in Grade Two in a senior high school.On the basis of cultivating the thinking quality of students,they also have more interest in English.