A Study On The Influence Of Critical Reading On Deep Reading Ability Of Junior High School Students

Critical reading,as a high-level reading mode,requires scholars to use a variety of critical reading strategies on the basis of understanding the surface meaning of the article,excavate the deep meaning behind the text,explore the author’s writing purpose and emotional tendency,evaluate the author’s views and express personal opinions.In recent years,foreign scholars pay more and more attention to the practical research in the teaching of critical reading,and have obtained quite a lot of research achievements.There are also some theoretical discussions on critical reading in China,but the research on the teaching practice of critical reading strategies and the cultivation of deep reading ability of Junior high school students is still lacking.On the basis of critical reading research at home and abroad,this paper constructs a set of critical reading strategies to train junior high school students’ critical reading under the guidance of constructivism learning theory and critical discourse analysis theory,and uses experimental methods to explore the influence of critical reading strategy training on junior high school students’ awareness of using critical reading strategies and deep reading ability.This paper studies the following three questions:(1)how can critical reading be integrated into junior high school English reading classes?(2)To what extent can critical reading teaching improve students’ awareness of using critical reading strategies?(3)To what extent can critical reading teaching improve students’ deep reading ability?In this study,students from two classes of grade seven are taken as the experimental objects,one of which is the experimental class,the author uses critical reading teaching in the experimental group,and the other class is the control group,the author uses the original reading teaching method in the control group.Before the experiment,the questionnaire was used to find out students’ awareness of using critical reading strategies;through interviews with six students of different English levels from the experimental group to know students’ attitudes towards English reading,their views on current English reading teaching and their difficulties in reading;and through the reading test to understand students’ current deep reading ability.After four months of teaching practice,the author had students have the questionnaire again to understand the impact of critical reading on students’ awareness of using critical reading strategies;the six students interviewed before the experiment were interviewed again to understand their evaluation and satisfaction of critical reading teaching,and the change of their attitudes towards English reading;After that,the post-experimental English reading test is conducted on students to understand the impact of critical reading on students’ deep reading ability.Through statistical analysis of all the collected data,the following conclusions are drawn:(1)Critical reading teaching improves students’ awareness of using critical reading strategies,but students’ awareness of using summarizing and outlining,predicting and guessing strategies is stronger than the awareness of using judging and inferring,questioning,evaluation and reflection strategies.(2)Critical reading improves students’ deep reading ability,but has different effects on students at different levels.The ability of advanced students to judge and infer,evaluate and reflect are higher than those of the moderate level and lower level students,In summary,critical reading teaching has a positive effect on improving students’ critical reading awareness and deep reading ability.This research provides a theoretical and practical reference for the critical reading teaching in English of junior middle school.