A Case Study Of English Thinking Quality Cultivation Of Junior High School Students In The Perspective Of Disciplinary Core Competence

In recent years,core literacy has become a hot research spot in various countries around the world.Thinking quality has received widespread attention as an important part of English core qualities.There are many ways to cultivate thinking quality.Especially the reading class which plays an important role in junior high school,is of great significance to students' thinking quality.Developing a variety of thinking abilities of students in reading is an important task in reading teaching,and it also has core value.However,in the context of exam-oriented education,methods of reading teaching that focus on knowledge and light thinking are still widespread.Firstly,teacher's teaching goals are relatively single,pointing to reading skills and language skills,over-emphasizing the mastery of language knowledge and ignoring the cultivation of thinking quality.Secondly,the teaching process lacks activities to train thinking quality.Teachers rarely guide students to explore the deep meaning of the text.As a result,students only see the surface phenomenon and the thinking ability has not been correspondingly improved,so the development of thinking quality is limited.This research mainly focuses on solving the problem of improving students' ability to summarize and generalize,and strive to improve the quality of thinking in practical teaching by improving students' ability to summarize and generalize.This study includes classroom observations,action research methods and teaching reflections.The author selects one of her own classes,investigates the students? status quo in the summarization and generalization and existing deficiencies through simple interviews,finding out the problems in the classroom teaching and begins the class case study based on them.The researcher performs a pretest before the first classroom practice begins and observes and records the students? classroom performance during the class.Then the researcher does a test before the first classroom practice begins and observes and records the student's classroom performance during the class.Then the researcher does a test before class is over to test whether the student's summarization and generalization abilities have improved.By summarizing students' classroom behaviors and reflecting on teachers? own teaching behavior in time,the researcher finds the points needed to improve and revises the teaching plan.Then the researcher teaches the second time and the classroom observation still focuses on the same group of students.The students' behaviors are recorded in the class and post-testing is conducted.The teacher then revise the teaching plan after rethinking.The third classroom practice is based on the revised plan.The researcher observes and records the student's classroom performances and conducts post-tests and summarizes whether the student's abilities to summarize and generalize are improved.At this point,a teaching program that fosters the quality of thinking has been formed.In this process,the author's teaching behavior has been improved,teaching skills have been improved,and professional growth has been rapidly improved.This class study found that the problem of developing junior high school students' quality of thinking in English is that students generally cannot accurately find the central sentence of the paragraph in generalization and generalization;the general meaning of the article cannot be grasped;the key words that can represent the main purpose of the article cannot be found.".At the same time,attribution analysis was conducted: teachers did not teach strategies for induction and generalization;teachers did not check enough;teachers did not explain introductory and general examination skills;students had weak English language skills;No concern about related topics.Based on this,it puts forward some preliminary measures for improvement: strategies for induction and generalization by teachers and professors;teachers lead students to summarize the paragraphs in the first paragraph.On the basis of three times of classroom practice,an effective teaching practice program for developing junior high school students' thinking quality in English core literacy has been formed.This article elaborates on the role of class study in promoting teachers' development.This paper puts forward suggestions for the implementation of the case study in junior high school English teaching.Teachers should increase the links of theoretical learning and pay attention to the students' performance and teachers should improve their sense of achievement.At the same time,teachers should reflect systematically.And this paper puts forward the research enlightenment of training junior high school students' thinking quality.It suggests that the cultivation of thinking quality is of great significance to junior high school students and the improvement of students? thinking quality is due to the correct guidance of teachers.Teachers should have a higher awareness of thinking quality,and cultivating the quality of thinking English teachers have a long way to go And on the basis of the study of this lesson,it put forward further research ideas.