Action Research On The Effects Of English Reading Teaching Based On Discourse Analysis On Junior High School Students’ Thinking Quality

Without doubt,thinking quality as the component of the key competences is one of the crucial objectives of English course.However,so far,many problems on cultivating students’ thinking quality have been unsolved in English classes.For example,some teachers would not pay attach to cultivating students’ thinking quality so that the classes in which students’ thinking can not be stimulated exist.While some teachers know the importance,they do not know how to foster students’ thinking quality.What’s more,under the test-oriented background,some teachers think only students getting the high scores can testify teachers’ teaching success and others are meaningless and nonsense for students.So two rounds of action research on the cultivation of thinking quality based on discourse analysis will be conducted to explore these questions as follows:(1)Are there the effects of English reading teaching based on discourse analysis on junior high school students’ thinking quality?(2)Are Students’ thinking Quality((logicality,criticalness and creativity)improved by discourse analysis in English reading teaching in junior high school?(3))What are the specific effective teaching activities by using discourse analysis in reading teaching to improve students’ thinking quality in junior high school?In the implementation of action research,teaching activities will be illustrated according to the dimensions of thinking quality.For example,logicality can be cultivated by analyzing tittles,identifying the genre of the article,analyzing the textual structure and so on;criticalness can be cultivated by understanding the textual connotation and the expressed purposes by writers,evaluating the thoughts or opinions;creativity can be improved by adding an ending,designing a poster,brainstorming and so on Summarization,reflection and adjustment on the research will be conducted after finishing the action research in order to find out the results and problems of the action research.The results of two rounds of action research show that students’ thinking quality have been significantly improved but the increases of dimensions of think quality differently vary:the ratio of improved logicality has been increased the most,followed by criticalness and creativity,which testifies the activities used in English reading teaching based on discourse analysis can improve junior high school students’ thinking quality and provide teachers practical and efficient references to cultivating students’ thinking quality.