A Study Of Senior High School English Reading Teaching With Thinking-Quality-Oriented Education

In 2018 Ordinary High School English Curriculum Standards(2017 Edition)was officially promulgated.The course goal has shifted from the integrated language application ability to the core literacy of the English subject.It includes four aspects:language ability,cultural awareness,thinking quality and learning ability.For the first time,the quality of thinking has been explicitly listed as one of the core literacy elements of English subjects.The thinking quality emphasizes thinking logically,critically and innovatively,and OHSECS(2017 Edition)makes specific content descriptions about observation and comparison,analysis and inference,induction and construction,and criticism and innovation.The close relationship between language and thinking has clearly shown the relationship between foreign language teaching and thinking quality.High school English reading teaching with multiple goals is an apparently important way to cultivate students’ thinking quality.For the cultivation of thinking quality,scholars at home and abroad have carried out certain research.Generally speaking,there are three problems as follows: 1.the research is mostly based on a certain level of thinking quality,such as critical thinking or creative thinking.2.The study of thinking quality is mainly based on the five aspects of Lin Chongde’s thinking quality(agility,flexibility,creativity,criticality and profoundness).This lacks direct correlation with classroom teaching activities.3.There are investigations and research on the current status of thinking quality cultivation,but few empirical studies on thinking quality cultivation.Based on above analysis,this researcher took 60 students in a class of senior two taught by the author as experimental objects,and combined the thinking quality training indicators listed in the OHSECS(2017 Edition)to cultivate students’ thinking quality in English reading class by diverse activities.SPSS 23.0 was used to analyze the data of the experimental results and the information was collected from the interview with six students from certain group.The research will focus on the following three questions:1.What reading activities can be designed to develop the thinking qualities of students at four different aspects based on its description in the OHSECS(2017Edition)?2.What is the change in the student’s thinking quality test results before and after the teaching experiment?3.What is the correlation between the four different aspects in thinking quality?The study demonstrates that after carrying out the experiment in English reading class,students’ thinking quality level has improved significantly.It also found that students still have a positive attitude towards the activities of cultivating thinking quality,but it is also related to the initiative of students to learn.In addition,all levels of thinking have significant correlations in post-test: analysis and inference,induction and construction,criticism and innovation and observation and comparison show different degrees of positive correlation with observation and comparison.Based on the above results,the author puts forward some suggestions to high school English teachers when teaching students English reading: attaching importance to the necessity and feasibility of cultivating thinking quality;designing teaching objectives corresponding to aims to cultivate students’ thinking quality;making full use of the connections between the four aspects of thinking quality and designing the hierarchical and progressive thinking activities;adjusting the examination and evaluation mechanism for the quality of thinking.