An Empirical Study On The Effectiveness Of Jane Schaffer Model With WD On High School Students’ Critical Thinking Ability In English Writing

The Normal Senior English Curriculum Standard (on trial) proposed by the Chinese Ministry of Education (2003),makes it clear that based on developing students’ comprehensive language application ability, senior English curriculum should emphasizing on developing students’ability of using English to obtaining and :processing information and analyzing and solving problems, especially the ability of thinking and expressing in English. The cultivation of CT ability means a lot to improving high school students’comprehensive qualities and abilities. As an important pattern of language output and using, English writing has been a principal method of developing senior school students’critical thinking. However, in real English writing, many senior school students often get no words to say because of the lack of critical thinking ability. Thus it can be seen that the cultivation of CT ability has become an issue which should be concerned and addressed urgently in senior school English writing teaching.In China, there are a relatively small number of studies on developing high school students’CT ability, let alone narrowing these studies into writing teaching. In view of the above, the author chooses Jane Schaffer model complemented with some teaching methods based on writing dynamic (WD) and makes an empirical study to check the :effectiveness of the model.This thesis tries to answer these two questions:1. Can Jane Schaffer model with: writing dynamics improve senior school students’critical thinking in English argumentation writing in China? If it can, how does it improve? 2. Is the effectiveness of Jane Schaffer model with writing dynamics influenced by students’ English proficiency? If it is, how is it influenced?Through the study, the author has found:1) Jane Schaffer model with writing dynamics can improve senior school students’ critical thinking abilities in English: argumentation writing in China. By means of Jane Schaffer model with writing dynamics, subjects’critical thinking abilities in English argumentation writing were improved in terms of the following individual items:title, introduction, structure, reasoning, rebuttal, conclusion and writing ethics. What’s more, the subjects’ critical thinking abilities in reasoning increased most sharply with writing ethics most slightly.2) There is no apparent correlation between the effectiveness of Jane Schaffer model with writing dynamics and subjects’English proficiency in EG.With this study, the author thinks that English teachers can apply some teaching methods about Jane Schaffer model with writing dynamics into their English writing teaching properly in order to improve the beginners’CT abilities in English writing. When the students reach a high level in English writing, the teachers can encourage them to break through the framework properly and be more creative in writing. This enables the students to use English (as a tool) to think and solve the problems in real life.