An Action Research On The Improvement Of Junior High School Students’ Thinking Quality In English Reading Teaching Based On Thematic Meaning

The English Curriculum Standards for Senior High Schools(2017)(abbreviated as ECSSHS)clearly points out that the curriculum goal of English subject is to cultivate students’ language ability,cultural awareness,thinking quality and learning ability.The development of thinking quality helps to improve students’ ability to analyze and solve problems,and enables them to observe and understand the world from a cross-cultural perspective.English reading,as an important way to cultivate thinking quality has the problems of stylization,superficiality and fragmentation,as well as the phenomena of emphasizing knowledge,neglecting ability,stressing memory and neglecting thinking,which restrict the development of English thinking quality of junior high school students.Therefore,based on these problems,this study pays more attention to the thematic meaning advocated by the new curriculum standards,and carries out the reading teaching design based on the thematic meaning.The main purpose of thesis is to explore whether this kind of English reading teaching method can improve the thinking quality of junior high school students.In this study,43 students from a junior high school in Heze were selected as subjects for a 14-week action research.Questionnaire,interview and teaching log were used to collect data.The purpose of this study is to answer the following three questions:Question One: Can English reading teaching based on thematic meaning improve junior high school students’ thinking quality?Question Two: If can,what are the main aspects of the improvement of English reading teaching based on thematic meaning on junior high school students’ thinking quality?Question Three: If the reading teaching based on thematic meaning can improve the thinking quality of junior high school students,what is the difference between the improvement of junior high school students with different academic levels?On the basis of this research process,through the analysis of the data,the following conclusions are drawn: Firstly,the reading teaching based on thematic meaning can improve junior high school students’ thinking quality to some extent.Secondly,the reading teaching based on thematic meaning can effectively improve junior high school students’ ability of observation and discovery,information retrieval and transformation,concept construction,logical thinking,critical thinking and creative thinking,especially the ability of information retrieval and transformation and logical thinking.Thirdly,the reading teaching based on thematic meaning can significantly improve the thinking quality of students with high academic level and middle academic level,but it does not significantly improve the thinking quality of students with low academic level.This study has some theoretical and practical significance and will benefit English teachers and junior high school students directly or indirectly.