Effects Of English Argumentative Speech On The Cultivation Of Critical Thinking Of Senor High School Students

The development of the era needs innovative talents with innovative spirit and ability.The core of innovative talents lies in innovative thinking.Good critical thinking is the guarantee of rational assessment of innovative thinking,so critical thinking plays a vital role in cultivating innovative talents.However,in the current primary and secondary school teaching in our country,the cultivation of students' critical thinking has not been paid enough attention to.Previous studies show that the critical thinking of senior high school students is relatively low,and the ways of training are monotonous.Based on the connection of critical thinking and activities of each period in English argumentative speech,this paper mainly explores the effects of English argumentative speech on the cultivation of critical thinking of senior high school students.Eight students of Grade Two in Yanan Senior High School are selected as experiment participants from four classes,and form an experiment group.Besides daily teaching,the experiment group is trained by English argumentative speech for three months.At the same time,another eight students from these four classes form a control group who follow their daily teaching and isn't trained by English argumentative speech.The CCTDI and CCTST are used as the research tools.After the experiment,SPSS 20.0 is used to process the data,and the results are as follows:(1)The results of CCTDI and CCTST of experiment group in pretest and post-test show the scores of CCTDI and CCTST in post-test are higher than that of pretest.And two Sig Value which are obtained from the Wilcoxon tests show that after the experiment,there are significant differences between pretest and post-test of CCTDI and CCTST in the experiment group;At the same time,the pretest and post-test scores of the seven critical thinking dispositions of experiment group are tested by Wilcoxon paired samples.The results show that there are significant differences between pretest and post-test in five dispositions,and they are open-mindedness,analyticity,systematicity,CT confidence and maturity,but there is no significant difference in truth-seeking and inquisitiveness.(2)After the experiment,by analyzing the total scores of CCTDI and CCTST of the experiment group and the control group,it is concluded that the total scores of the CCTDI and CCTST of the experiment group are all higher than that of the control group,and from the Mann-Whitiney U tests,it can be seen that there are significant differences between experiment group and control group in CCTDI and CCTST.Through the experiment,we can draw the conclusion that English argumentative speech training have positive effects on the cultivation of critical thinking of senior high school students.This study proves that English argumentative speech can be an effective means to cultivate senior high school students' critical thinking.Teachers of primary and secondary schools can train students' critical thinking by organizing English argumentative speech activities combined with critical thinking dispositions and critical thinking skills.