An Experimental Study On The Thinking Classroom Teaching Mode Of English Reading In Junior High School

The essence of education is to cultivate thinking,and the best place to cultivate thinking is in the classroom.English reading class is not only an important way to develop students’ comprehensive English ability,but also a crucial tool to cultivate their thinking quality through discourse reading,which has a significant role in English teaching.In the current English reading teaching in junior high school,there are some problems such as mechanical thinking and insufficient thinking skills(poor logic of language output,lack of criticality and creativity).Therefore,it is necessary to use the thinking classroom teaching mode in English in junior high school to improve students’ thinking quality.Based on Bloom’s cognitive theory and constructivism,the study uses the thinking classroom teaching mode in the English reading class to conduct a three-month teaching experiment.Two parallel classes in Grade 7 are selected as the research subjects,of which Class 101 is the experimental class,which uses the thinking classroom teaching mode in English reading;Class 102 is the control class that adopts the traditional reading teaching mode.In the process of the experiment,two questionnaires are used to investigate the thinking quality and English reading interests of the students in the experimental class.Using a pre-test paper and a post-test paper,the two classes are tested before and after the experiment,and the following three problems are to be solved.1.What is the effect of the thinking classroom teaching mode on students’ thinking quality in English reading class of junior high school?2.What is its effect on students’ interests in English reading?3.What is its effect on students’ English reading scores?After the experiment,all the experimental data are collected and analyzed with SPSS26.0.The experimental results indicate that:(1)The means of students’ logical,critical and creative thinking are 3.83,3.75 and 3.96 respectively,which are greater than 3.It shows that the thinking classroom mode in English reading is helpful to improve students’ thinking quality.Creative thinking is at a higher level than logical and critical thinking.(2)The average scores of interests in reading classes,reading activities and English reading after class are 4.17,3.932 and 3.955 respectively,all of which are higher than 3,indicating that the thinking classroom teaching mode can effectively stimulate students’ interests in English reading,especially in English reading classes.(3)The average reading scores of the students in the experimental class and the control class in the post-test are 32.64 and 29.24,respectively.Compared with the scores in the pre-test(experimental class:27.00;control class:27.60),the average reading scores of the experimental class increases a lot,indicating that the students in EC have improved their English reading scores after the experiment.The results of independent sample T-test show that there is a significant difference in students’ reading scores in the classes using the thinking classroom teaching mode(P=0.000<0.05).Based on the findings of the study,this study provides some suggestions for English teachers in junior high schools.When introducing the thinking classroom teaching mode in reading class,teachers should improve their own thinking quality,design practical teaching activities that can promote the development of students’ thinking quality and create a relaxing and harmonious classroom atmosphere to cultivate students’ thinking quality and arouse students’ interests in English reading in order to improve students’ English reading scores.