A Study Of The Thinking Disposition Content In Senior High School English Textbooks (NSEFC)

Thinking disposition is the central link in the school innovative education and plays a vital role in the key competences of English subject.Influenced by exam-oriented education,the content of thinking disposition in senior high school English textbooks is often ignored,which is not conducive to the cultivation and development of students' thinking disposition.Therefore,this study researches the content of thinking disposition in senior high school English textbooks(NSEFC),explores its characteristics in the textbooks,and puts forward corresponding countermeasures in order to guide high school English teaching more effectively.First of all,this study makes a detailed analysis of the compiling principles,structure and content of English textbooks according to English Curriculum Standard for Senior High School(2017).Secondly,with the help of the literature method and text analysis method,the study analyzes the reading exercises of the compulsory books 1-5 in senior high school English textbooks(NSEFC)and explores the cultivation of students' cognitive thinking disposition in the textbooks based on Bloom's taxonomy of educational objectives.The results show that the percentages of reading exercises at the levels of memory,comprehension,application,analysis,evaluation and creation are respectively:10.6%,54%,12.2%,11.9%,3.5% and 7.1%.The percentage of low-level cognition is 76.8%,and that of high-level cognition is 22.5%.The above data indicates that the reading exercises in the textbooks is not balanced for the cultivation of the six levels of thinking disposition,laying too much emphasis on the cultivation of low-level cognitive abilities while neglecting the cultivation of high-level cognitive abilities.Finally,this study also analyzes various types of exercises in English textbooks,and finds that the percentages of controlled exercises,transitional exercises and communicative exercises in English textbooks are respectively: 47.5%,35.4% and 17.1%.So,all kinds of exercises in the textbooks have not reached the ideal state.The study concludes that both the design of teaching materials content and the arrangement of various exercises reflect the content of thinking disposition to a certain extent.However,the number of comprehension types in various exercises of PEP accounts for the majority,which shows that the edition focuses on the cultivation of understanding level,while neglecting the cultivation of students' advanced cognitive abilities.At the same time,it also shows that there is a lack of high-level thinking training for students in the design of reading exercises for senior high school textbooks(NSEFC).Therefore,the content of thinking disposition in textbooks is not conducive to the overall development of students' thinking disposition.According to the findings,the study suggests that the compilation of senior high school English textbooks should reflect the following points: thinking disposition content should be consistent with the cognitive development level of students in senior high schools;the content of thinking disposition should consider the difference of students' life experience and learning degree in different areas;thinking disposition content should keep pace with the times;thinking disposition content presentation mode should be diversified and life oriented;attention should be paid to the reasonable distribution of the Chinese and Western cultural content of teaching materials;attention should be paid to the reasonable adjustment of the difficulty level of teaching materials,the interest of English textbooks should be increased.