An Empirical Study Of The Influence Of English Interactive Reading Mode On The Critical Thinking Ability Of High School Students

Nowadays,senior high school students need to get the critical thinking ability to make selection,judgment,analysis and evaluation of publicly available information.Careful analysis of the text,evaluation of the accuracy of the argument,inference and induction can help make the right decision in English reading comprehension test.Carrying out the critical reading teaching in classroom can help students understand the text,use standardized language to accurately express their point of view.Critical reading teaching has a positive effect on the improvement of critical thinking ability and English reading level.Therefore,it is of great significance to carry out the critical reading teaching in senior high school.At present,the role of interactive model of reading in the cultivation of critical thinking is still at the stage of theoretical discussion,and there is no relevant empirical research.This study is based on social culture theory,interactive model of reading theory and critical discourse analysis theory,and combined the English Interactive Reading Model with the senior high school English reading course to test whether this model is conducive to the promotion of the critical thinking ability and reading ability of senior high school students.By using the method of empirical study,the author chose two parallel classes of the senior two of Shandong province and carried out a study of qualitative and quantitative combination for one semester.This study adopted interview and applied the Chinese version of critical thinking disposition inventory made by Peng Meici(2004).The Chinese version of the Watson-Glaser Critical Thinking Appraisal(WGCTA)was adopted to assess the participants' critical thinking skills.And before the research,to check the reading ability of the participants,an English reading comprehension test was administered.Results showed that there was no significant difference between the two groups.After combining the English Interactive Reading Model with the senior high school English reading course of the experimental group,another critical thinking ability test and English comprehension test were administered to both groups.As for dispositions and skills,the experimental group was evidently higher than the controlled group in truth seeking,critical thinking confidence,analysis,inquisitiveness,making deductions,interpretation,evaluating arguments.Although there was no significant difference in open-mindedness,systematicity and drawing inferences,they also improved to some extent.There was also a significant difference in English reading comprehension tests.The research results show that: there is a positive effect of English Interactive Reading Model on high school students Critical reading abilities.It is hoped that this study will be a feasible reference and contribute to critical reading teaching in senior high school.