Effects Of English Writing Teaching Based On Production-oriented Approach On Senior High School Students’ Critical Thinking Ability

The English Curriculum Standards for High Schools(2020)develops the core competencies of the English discipline.As a key link of thinking quality,critical thinking ability has become one of the important goals in the training of thinking quality.Writing is a construction process of cognition and thinking,and an important way to train thinking ability.In practical writing teaching,“comprehensive language application ability” is still the core goal and evaluation standard of English teaching,and the development of students’ critical thinking ability is often compromised by the training of comprehensive language ability,and even marginalized for a long time.Based on the context,the study takes the Production-oriented approach as the research object.On the basis of confirming that it can effectively improve language proficiency and language performance,this study focuses on students’ critical thinking ability.Referring to the definition of The Delphi Project,critical thinking is comprised of critical thinking skills and critical thinking dispositions.Therefore,the paper mainly solves two research questions:(1)What are the effects of POA-based English writing teaching on students’ critical thinking skills?(2)What are the effects of POA-based English writing teaching on students’ critical thinking dispositions?To answer the two questions,a quasi-experiment is designed and implemented in a senior high school in Gansu Province.The thesis selects 62 students as research participants from two parallel classes in grade three.Production-oriented approach is used to direct writing teaching in the experimental group;PPP model of teaching is used to direct writing teaching in the control group.Aiming at the research questions,a writing task and a self-regulating questionnaire are distributed to verify students’ critical thinking skills and the CTDI-CV questionnaire is adopted to test students’ critical thinking dispositions.The effects of the two teaching methods on students’ critical thinking ability are measured and compared through data collected from pre-test and post test with the help of data analysis software SPSS 26.0.The results show that firstly both groups have made progress after the experiment while the Production-oriented approach is more effective in improving students’ critical thinking skills as the performance of the experimental group is better than that of the control group after the experiment,especially in analyzing,inferring and evaluating skills.Secondly,both groups have achieved development in critical thinking dispositions after the experiment.POA-based writing teaching is more conducive in nurturing students’ critical thinking dispositions compared to PPP,with every trait score of experiment group higher than that of control group,except for the trait of truth-seeking.POA helps students make a significant improvement in traits of open-mindedness,analyticity,systematicity and in total score,while control group achieves significant improvement in traits of truth-seeking and cognitive maturity.