An Empirical Study Of Critical Reading Teaching Model In Senior High School English Teaching

The development of the information era has highly tested people’s ability to analysis and judgement.The necessity to develop critical thinking has reached an unprecedented level in order to meet the requirements of society.Therefore,the development of critical thinking has been established as one of the essential educational purposes by universal international education scholars.Since critical thinking is an efficient set of thinking skills,its application for learning English can effectively improve students’ knowledge acquisition.As an essential learning pathway in English,integrating critical thinking with reading instruction is bound to become a significant development trend in English teaching research.In this thesis,an empirical study on applying the critical reading teaching model in English teaching from the perspective of reading teaching to senior high school students is conducted.The author records the changes in students’ reading in multiple dimensions and answers the following three main research questions.(1)What is the current situation of critical reading teaching in senior high school ?(2)What are the impacts of the critical reading teaching model on students’ use of reading strategies?(3)To what extent can students’ reading ability be improved through the critical reading teaching model?Based on the above research questions,the author selects students and teachers of grade one from a senior high school in Guizhou Province as the research subjects and conducts a four-month empirical study by using questionnaires,interviews and reading tests,then analyzes the collected data through SPSS Pro.Finally,the author uses constructivism,critical analysis theory,and Anderson’s cognitive goal taxonomy as theoretical guides to reflect and discuss the study’s findings.The findings are as follows:(1)The critical reading teaching model can positively impact on students’ use of reading strategies,and there is a great significant increase in students’ awareness and frequency of using critical reading strategies.The most apparent increase is in the analysis strategy.(2)The critical reading teaching model is beneficial to students’ reading performance,with better improvement in the type of details comprehension and vocabulary guessing questions than text reasoning and main idea questions.(3)Students’ attitudes toward critical reading also change favorably and their overall English proficiency is improved to some extent.In addition,as this study is limited by some objective factors,it is necessary to try to overcome the obstacles for further researches.