Research On The Cultivation Of Thinking Quality In English Reading Class Of Senior High School

The English Curriculum Standards for Senior High Schools（Revised Edition 2020）,officially promulgated in 2018,for the first time fit thinking quality into the core competence of English discipline.It clearly states that thinking quality is one of the specific objectives of English curriculum,which is mainly reflected in the ability of logicality,criticism and innovation.However,as one of the specific objectives of core competence,it is neglected in English language teaching,especially in English reading teaching.Activities,as a vehicle,is usually used in English reading teaching,so as to guide students to sort out information,analyse problems and solve them.Therefore,based on Bloom’s cognitive goal classification theory,the author will combine it with classroom activities to study the current situation of students’ thinking quality development in English reading teaching of senior high school.In this paper,there are 172 students and 4 English teachers from a key high school in Yan’an as the study subjects.Firstly,a questionnaire was used to understand the current situation of students’ thinking quality development;classroom observation was conducted in relation to classroom activities and the frequency of activities.Secondly,the teacher’s classroom activities and interviews were used to understand the problems and give suggestions.This paper focuses on the following two issues:（1）What is the current status of teachers’ development of students’ logical,critical and creative thinking in the teaching of English reading in senior high school?（2）What problems do teachers have in developing the quality of students’ thinking in teaching English reading in senior high school?It was found that（1）the classroom activities of the four teachers were adequate in developing students’ logicality,but weak in developing students’ critical and creative thinking.The logical activities for the goal categories of memorisation,comprehension,analysis and application would be demonstrated by activities which was frequently used,such as fill-in-the-blank activities,multiple-choice activities,retelling,guessing and identifying main information in the text.In critical and creative activities,this is mainly reflected by commenting,expressing one’s opinion and brainstorming,but there are relatively few activities in place.The reason for these problems is that,firstly,due to the influence of the current education model,teachers only focus on the cultivation of students’ basic knowledge and application,but fail to dig deeper into the content of the reading text and emotional value.Secondly,based on the differences in students’ thinking level,it is more difficult for teachers to design critical and innovative activities,and the result is that activities are unbalancedly designed and lead to uneven training.Finally,teachers lack of using effective feedback language in the classroom,which fails to stimulate students’ thinking,is also a factor that affects the development of students’ criticality as well as creativity.Based on the results of the above study,some suggestions are made for the thinking quality in English reading teaching.Teachers should focus on the development of thinking quality and update education concept;and study text information from multiple perspectives and dig deeply into the connotation of the text.Besides,it is necessary to deepen teacher-student interaction and adopt effective feedback language to stimulate students’ thinking and expression skills so that promote the vertical development of thinking quality.