An Empirical Study Of Constructing Critical English Reading Teaching Model On Senior Middle School

With the accelerating process of economic globalization, English as an international language is increasingly prominent. Therefore, domestic education also attaches great importance to the cultivation of student's English study ability. Due to lack of English input and output environment, English reading, as one of the main ways to learn English, should be taken seriously in our country. In recent years, the high school English teachers tend to use "force-feeding" teaching mode, which decreases students'interests in English reading. Even some students may feel that learning English is a kind of burden. High school is a crucial period to develop the students'thinking ability. So, the teachers should not only focus on the enrichment of students'knowledge, but also the development of students'thinking ability. The teacher should also guide the students to form the correct thinking way, to think and judge independently.In this paper, based on the mind map theory and constructivism theory, the author constructs the high school critical English reading teaching mode. The author will test this teaching mode weather it is useful to improve student's critical thinking ability, reading ability and arouse students'reading interests effectively by studying the practical example of the combination of cultivating critical thinking ability and high school English reading teaching.In this paper, class3 grade1 and class6 grade1 of Fuzhou Foreign Language Middle School will be regarded as the subjects. The author will carry out a teaching experiment in the following three months. After teaching experiment, the statistics will be analyzed by SPSS22.0. to test whether the high school critical English reading teaching mode constructed by the author is effective.By analyzing the experimental statistics, the major findings are shown as follows: After 12 weeks' instructional experiment, the students of experimental class have made greater progress in the development of critical thinking and reading ability than the students of comparative class obviously. In a word, I believe that the critical English reading teaching mode constructed by the author is feasible.