The Research On Deep-reading English Teaching In Junior High School For High-level Thinking

According to the requirement of compulsory education,the thinking quality of students is essential and is treated as a teaching objective.As one of the basic language skills,reading can help to develop students’thinking quality efficiently.This study mainly focuses on how to design a deep-reading class,which helps to develop learners’ ability of high-level thinking,by meeting the requirements of dual objectives appropriately—language ability and multilevel thinking ability.It studies two classes based on teaching research activity,which show heterogeneous forms for the same text,aiming at developing learner’s ability of high-level thinking.Through observation and comparison,the study focuses on the ratio of teacher’s talk time and learners’talk time,the situation set by teachers,reading procedures,teachers’questioning,and the final evaluation,and then figures out whether these two classes have achieved the objective.According to the reasons and other reflections come up with during the interview,the study analyses traits and requirements of deep-reading classes,and summarizes some methods for developing high-level thinking.The research data denotes that teachers’ experience,interests and personalities have an impact on the results.For situation setting,teacher B,who is much younger,pays much attention on learners’ interest,while student A,who has more experience,takes reality into account.For talk time,in general,teachers show the teacher-oriented classes.They use much time to give instructions,and interact with learners.Teacher B needs to make her instructions clear and simple,otherwise,it is common for her to repeat them in order to make sure learners understand her,or even she needs to answer by herself in order to make sure the fluency of the teaching procedures.For discourse analyses,teacher A goes deeper by helping learners to explore,enjoy,experience,evaluate the text and empathize,step by step.Teacher B decodes the text creatively but superficially.For teachers’questioning,teachers have to design more questions referring to the language points in the text.And in teacher B’s class,students’final output is not closely related to the teacher’s input,which can be predicted when she designs more questions of synthesis than application.For the final evaluation,teacher A shows more consideration by setting criteria referring to the language objective,lowthinking ability and high-thinking ability.And it seems that teacher B only treats the final task as a stage to show the lively atmosphere.