The Investigation Of The Current Situation Of Senior-High-School Students' Critical Thinking In English Argumentative Writing

English writing,a comprehensive process of information output,can better reflect students' critical thinking.At the same time,both the development of critical thinking at a higher education stage and students' problem-solving ability in the future when entering the society,all depend on the initial cultivation of critical thinking in middle schools.At present however,the teaching of English writing at senior-high-schools focuses more on language and structure.Researches on students' critical thinking in English writing process is not deep enough.As one of the main forms of English composition in college entrance examination,the importance of argumentative writing is self-evident.Therefore,the present study attempts to investigate the situation of senior-high-school students' critical thinking in English argumentative writing by choosing 327 grade-three students of senior high school as the research subject.Both quantitative and qualitative research methods adopted,namely questionnaire,test and interview,to investigate the characteristics of senior-high-school students' critical thinking disposition,the correlation between English argumentative writing and critical thinking skill as well as the current situation of their critical thinking in English argumentative writing.On the basis of the data analysis,the author attempts to find out the reasons for these situations and then puts forward some pedagogical suggestions for the cultivation of students' critical thinking in senior-high-school English argumentative writing.The study displays that the situation of senior-high-school students' critical thinking is not positive,which are at lower level.The reasons are that students lack self-confidence,analytical ability and questioning spirit,which are characterized by lack of width,accuracy and rhetorical self-consistency in their English argumentative writing.Based on the investigation,the author has made some pedagogical implications to cultivate students' critical thinking in English teaching process.