A Correlative Study On The Students' Thinking Styles And Cognitive Strategies In English Reading In Senior High School

With the implementation and development of quality-oriented education,China's education not only attaches importance to the improvement of students' performance,but also emphasizes the comprehensive and personalized development of students.More and more attention has been paid to the individual differences of students,and the difference of thinking styles is one of the factors affecting the individual differences of students.At the same time,the English Curriculum Standards for Ordinary Senior High School(2017)requires that senior high school students should have the ability to understand the written discourse meaning and identify its ideographic means.Therefore,it can be seen that reading plays an important role in English learning,and cognitive strategies play an important role in students' reading learning.Based on this,this study will explore the correlation between high school students' thinking styles and cognitive strategies in English reading.Based on the cognitive style theory,information processing theory and schema theory,this study adopts the methods of questionnaire and interview and randomly selects 206 students from a high school in Huaibei as subjects.The results of the questionnaire were analyzed by means of SPSS20.0.Through the descriptive analysis,Pearson correlation analysis and Regression analysis,the study intends to explore the overall situation of senior high school students' thinking styles and the use of cognitive strategies in English reading and the relationship between them.The questions designed of this study are:(1)What are the overall features of thinking styles of senior high school students?(2)What is the frequency level of cognitive strategies in English reading used by senior high school students?(3)Is there a correlation between senior high school students' thinking styles and the use of cognitive strategies in English reading? If there is a correlation,which kind correlation is it?(4)Which types of thinking styles can predict the students' cognitive strategies in English reading?The results show that:(1)On the whole,high school students tend to legislative,hierarchic,liberal and executive thinking styles.From the five dimensions of function,form,level,scope and tendency of psychological self-management theory,high school students in the test tend to legislative,hierarchical,global,external and liberal thinking styles respectively.(2)The overall level of cognitive strategies in English reading used by senior high school students is medium.The average score of elaboration strategy and applying sounds and images strategy are higher,which belong to the high level of strategy use,the other eight sub-strategies belong to the middle level of strategy use.(3)There is a significant positive correlation between types of legislative,executive,judicial,hierarchic,local,external,liberal thinking styles and the cognitive strategies in English reading.There is a partial correlation between thinking styles and different dimensions of cognitive strategies in English reading.(4)Hierarchic,judicial and local thinking styles can predict the use of cognitive strategies in senior high school students' English reading.According to the results of the above research,suggestions are put forward for senior high school English teaching and students' learning,including paying attention to the matching of thinking styles with teaching and students' learning;guiding students to use cognitive strategies in English reading actively;improving the awareness of combining thinking styles with cognitive strategies in English reading.However,there are still some shortcomings in the study,such as the limited quantity of research samples and the narrow survey scope.