A Survey On The Current Situation Of Students’ English Thinking Quality In Ordinary Senior High Schools In Guigang

Thinking quality is one of the core competencies of English subject,and it is the subject competency that senior high school students should possess in the process of English learning.English Curriculum Standard for High Schools(2017 edition)proposes that thinking quality represents the psychological characteristics of core competency of English subject,including logical,critical and innovative thinking ability.It can be seen that under the background of the new era,high requirements are put forward for senior high school students in thinking quality.In order to better cultivate students’ English thinking quality,it is necessary to investigate the current situation of senior high school students’ English thinking quality,solve existing problems,and make some relevant suggestions.Based on Bloom’s taxonomy of educational objectives,the author conducted a questionnaire survey on 533 students from four senior high schools in Guigang,Guangxi Zhuang Autonomous Region,and interviewed with 12 students and 6 English teachers according to the statistical analysis results of questionnaire.The compilation of the questionnaire is mainly based on the Interpretation of English Curriculum Standard for High Schools(2017 edition)and adapted from the questionnaires of Liu Ya(2019),Chen Li(2019),Shen Yitong(2020).It includes three dimensions of logic,critical and innovative thinking.This research explores the following three questions:(1)What is the overall analysis result of students’ English thinking quality in ordinary senior high schools in Guigang?(2)What are the group analysis results of students’ English thinking quality of senior high schools in terms of grades,genders and scores?(3)According to the investigation,are there any problems with students’ English thinking quality,if so,what are the problems? And what are the reasons?The research results show that:(1)From the overall situation,students’ logical thinking is relatively good,while critical thinking and innovative thinking are relatively weak;(2)From the perspective of gender grouping,students of different genders have significant differences in innovative thinking,female students’ innovative thinking is slightly better than male students’,while logical thinking and critical thinking do not have significant differences in gender;(3)In terms of grades grouping,there are significant differences in students’ English thinking quality in grades.English thinking quality in Grade One is better,followed by Grade Three,and Grade Two is weakest;(4)From the perspective of scores grouping,there is no significant difference in students’ English thinking quality in scores.According to this research,it is found that there are some problems in students’ English thinking quality in senior high schools.First of all,senior high school students have weak English construction ability.Secondly,students are weak in their ability and behavior to question the authority of English teachers and English teaching materials.Thirdly,in English learning,students are weak in their ability and behavior to put forward unconventional ideas.By group analysis,it is found that the groups with these problems are mainly male students in Grade Two and Grade Three.By interviewing with male students in Grade Two and Grade Three and 6 English teachers,the author found the relevant reasons for the above problems.First of all,in the context of exam-oriented education,schools and teachers do not pay enough attention to the cultivation of students’ English thinking quality.Secondly,teachers’ awareness of cultivating students’ English thinking quality is weak.Thirdly,students believe in the authority of teachers and teaching materials,and dare not question them.Fourthly,students of different grades are at different stages,their age and mental characteristics are different,and their knowledge reserves are also different.As a result,there are differences in thinking among students in different grades.Finally,students have insufficient knowledge reserves.They lack of self-confidence and they are not good at expressing themselves.Based on the above research findings,the author puts forward some suggestions from schools,teachers and students.Schools should establish a multiple evaluation system and strengthen teacher training to improve teachers’ awareness of training students’ English thinking quality.Teachers should be student-centered and establish a harmonious teacher-student relationship,and adopt a stratified teaching model.Students should enhance self-efficacy and self-confidence,and strengthen group cooperative learning.The conclusion of this research is that the current situation of students’ English thinking quality is imbalanced in ordinary senior high schools in Guigang,and this situation needs to be improved.The internal factors and some external factors have caused some problems,which need to be solved by schools,teachers and students.