A Case Study On The Development Of Senior High School Students' Critical Thinking In English Reading And Writing Teaching

With the rapid advancement of the global economic integration process,Competition among countries mainly focuses on economy,science,technology and talents.Talents are the foundation and core of all productive forces and the innovative thinking is the key for talents to beeome competitive.It's acknowledged that the Premise and basis of innovative thinking is critical thinking.So the cultivation of critical thinking has very important practical significance.For senior middle school students,English literacy is not only the core of language ability but also the key of the current college entrance examination to answer the various questions in reading comprehension.Students need the good critical-thinking ability,which is conducive to improve their thinking quality and learning ability,so as to effectively complete the learning tasks and achieve the learning goals.Therefore,based on the theory and action research of predecessors1 cultivation of critical thinking in monolingual skills,this paper studies the development of critical thinking in English literacy teaching of senior middle school under the eontext of second language acquisition.This study is based on Broom,s Cognitive Taxonomy,Krashen's language input hypothesis and Swann's output hypothesis,and innovates in the research category and refer to Paul and Elde's frame for developing critical thinking.The combination of reading and writing activities aims to cultivate students' thinking ability,and promote students' literacy capacity though literacy teaching activities in English.In this study,a three-month study was conducted in the two parallel classes in Ruzhou Experimental Middle School.Before the study,there was no significant difference between the two classes both in the ctitical thinking ability and the English competence which were tested by CCTST and the reading comprehension test and writing test.The cultivating of critical thinking was integrated in the English reading and writing course of the experimental class.During the process,the teaching methods were continuously improved in combination with interviews and classroom observations.After three months,the students5 English reading and writing capacity was measured by test papers and it turned out that the scores of the experimental class were higher than those of the eontrol class,and there was a statistieally signifieant difference.It indicates that the cultivating of critical thinking has a positive influence on the literacy ability of high school students if other variables are controlled.Through the research,some teaching modes,teaching methods and evaluation criterion were discovered and based on these results,I put forward some specific suggestions hoping that will inspire other teachers to improve the English teaching quality and students*critical thinking.