| With the further development of the new curriculum reform,the cultivation of innovative thinking has become an indispensable part of English teaching.The English curriculum standard for Compulsory Education(2011 Edition)points out that cultivating students’ innovative thinking ability is one of the main purposes of English teaching.However,in the actual teaching of English reading,thinking cultivation and reading teaching are not integrated.The task activities designed by teachers and the teaching methods adopted fails to cultivate students’ innovative thinking.Junior high school students are in the golden age of thinking development.How to effectively integrate the improvement of thinking quality and reading teaching has become a hot issue in the implementation of quality education.Therefore,this paper attempts to investigate if the KWL mode can cultivate students’ innovative thinking in junior high school English reading,by encouraging and guiding students to ask and find questions independently.Based on constructive learning theory and creative learning theory,this study analyzes KWL mode and finds out that KWL mode is closely related to the cultivation of creative thinking.Both of them advocate the concept of student-centered teaching,are committed to create a democratic and free learning atmosphere for students,and provide opportunities for students to explore and think independently.In order to explore the specific impact of KWL mode on students’ innovative thinking,this paper puts forward the following research questions: 1.What is the current situation of creative thinking of junior high school students in English reading? 2.What aspects of students’ innovative thinking ability have been changed with the application of the KWL reading teaching model?In order to answer the above questions,this paper conducts questionnaire surveys on students and English teachers from the same Junior high school in Chongqing.On the one hand,it aims to understand the current situation of students’ innovative thinking in junior high school English reading class and analyze the potential problems.On the other hand,it helps the author to understand the teachers’ understanding of innovative thinking and explore what strategies and methods teachers adopt in their reading class to cultivate students’ innovative thinking.Then,TTCT verbal B,revised by Wu Jingji,a Taiwanese scholar,is used to test the experimental class and the control class before and after the experiment,so as to compare and analyze the changes and differences in innovative thinking between the experimental class under KWL reading teaching mode and the control class under traditional English reading teaching mode.Finally,by interviewing the students in the experimental class and the English teacher,this paper collects their feelings and ideas about KWL reading mode,which helps the author better understand the implementation effect and shortcomings of KWL reading mode.Based on these methods,the data were analyzed by SPSS27.0 software.The research results of the present study show that: 1.Students are not clear about their role in reading class,lack of active thinking and inquiry learning attitude,and deficiency of thinking guidance and training,which leads to their single and rigid thinking.2.KWL teaching mode of reading has positive significance for the development of students’ innovative thinking.After three months of training,students’ thinking fluency and flexibility have been significantly improved.Comparatively speaking,the improvement of thinking uniqueness is not obvious.Based on the above findings,this study believes that junior high school English teachers should adhere to the student-centered concept in reading teaching,combine knowledge teaching with thinking training by guiding students to ask questions actively and cultivate students’ awareness of questions.Only by cultivating students’ innovative consciousness can quality education be realized. |
PDF Full Text Request