A Study On The Effectiveness Of Anchored Instruction Of English Reading In Senior High School From The Perspective Of Thinking Quality

The new era has put forward new requirements for cultivating students.The Ministry of Education published The General High School English Curriculum Standards（2017Edition,2020 Revised）,which included thinking quality in the core qualities of high school students,linking English learning to the development of students’ thinking.However,traditional test-based education overemphasizes the memorization of words and grammar,neglecting the ability to develop students’ overall grasping of the text,criticizing the author’s point of view and putting forward their own opinions and suggestions from the perspective of thinking skills.The anchored instruction sets the classroom into a problem situation,guides students to think actively,and sets problems with suitable difficulty to directly improve students’ thinking ability,which meets the requirements of the New Curriculum Standard in terms of thinking quality.Therefore,this study aims to implement anchored instruction in high school English reading classrooms and investigates its effects on students’ reading ability,reading interest and thinking quality.Based on the Theory of Interaction between Language and Thinking,Situational Cognition Theory and Bloom’s Taxonomy,this study aims to raise three research questions: 1)What is the current situation of English thinking quality of senior middle school students? 2)Can the implementation of anchored instruction effectively promote students’ reading achievement and reading interest? 3)Can the implementation of anchored instruction in high school English reading classes effectively facilitate students’ thinking quality development? What are the effects on logical,critical,and creative thinking respectively? The author takes the students of second grade as subjects of study,conducts a teaching experiment,collects and analyzes data through questionnaires,interviews,tests and other methods to gain the experiment’s results.The results show that first of all,the current situation of English thinking quality of high school students is not optimistic,and the students’ performance of higher-order logical thinking and critical and innovative thinking is poor.Secondly,comparing the changes of students’ reading scores and Lexicon scores before and after the experiment,it can be found that the reading scores and reading ability of the students in the experimental class have been significantly improved.Besides,through interviews with teachers and students,it is found that students are more interested in learning and more willing to participate in classroom activities.Finally,after the 4-month teaching experiment,the thinking quality of the high school students in the experimental class has been significantly improved compared with the control class,with the largest increase in logic,followed by innovative thinking,and last in critical thinking.There are still some inadequacies during this research,such as insufficient research data,a small number of study subjects,and relatively short time for teaching experiments,which leave it to future scholars to deepen the depth of the study,broaden the breadth of the study,and adopt more sample materials.