| In 2018,The General Senior High School English Curriculum Standards（2017Edition）indicates that it is vital to develop students’ key competences of English.The key competence of English mainly consists four parts.Namely language competence,cultural consciousness,thinking quality and learning ability.Thinking quality,as an important element,can promote students’ deep learning and has a significant impact on improving their ability to solve problems.High school English reading teaching is most closely related to the logicality,criticalness and innovation of thinking quality,which is an significant approach to cultivate students’ thinking quality.However,in the present English reading class,teachers have been focusing on the explanation of vocabulary,grammar and text translation because of the exam-oriented education and other reasons.They decompose the whole discourse into knowledge fragments to teach,which is not benefical to the improvement of thinking quality.Discourse analysis mainly focuses on the analysis of text from the macro and micro perspectives.The reading teaching based on “discourse analysis” pays more attention to the integrity of reading text,which is benefical to the improvement of thinking quality.In addition,the 2017 edition of curriculum Standards also requires students to study the “discourse knowledge”.At the same time,it also emphasizes that teachers should improve their teaching consciousness based on discourse,paying attention to both macro analysis and micro explanation of reading texts.This coincides with the viewpoint mentioned in “discourse analysis”.Therefore,this paper focuses on the cultivation of students’ thinking quality through“discourse analysis” in high school English reading teaching.This study is based on the theory of intelligence focusing on thinking structure,schema theory and critical reading theory.The research object is all the students of a class in a high school in Harbin,Heilongjiang province,where the author practiced.At the same time,the methods of questionnaire survey,interview and experiment are used to cultivate students’ thinking quality in high school English reading teaching through“discourse analysis”.The following three questions are mainly studied : Firstly,what is the level of thinking quality of senior high students? Secondly,how to cultivate students’ thinking quality through discourse analysis? Thirdly,what is the influence of the English reading teaching based on the “discourse analysis” on the development of students’ logicality,criticalness and innovation of thinking qualities?It is found that teachers apply discourse analysis to guide students to conduct macro and micro analysis of texts in reading teaching,and the logicality,criticalness and innovation of students’ thinking qualities have been improved to a certain extent.At the same time,it shows that discourse analysis is an important way to improve students’ thinking quality in senior high school English reading teaching. |
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