The Application Of“Read-Write”Combination Teaching Mode On Cultivating High School Student’S Critical Thinking In English Writing

The development of the new era puts forward new requirements for the cultivation of students’ thinking quality.The main teaching goal of language classes is not only to improve students’ language and pragmatic ability,but also to develop students’ thinking ability.And the high school English curriculum standard clearly proposes to focus on the integration of learning ability,language ability,thinking quality and cultural awareness,so as to cultivate students’ thinking quality including critical thinking.Among them,the critical thinking ability specifically refers to the ability to consciously conduct independent analysis and independent criticism in thinking activities.However,at present,high school English teaching is still affected by two factors: grades and admission rate.There is a phenomenon of “emphasizing skills and neglecting thinking”.Based on the input hypothesis,output hypothesis and situational cognition theory,the author implements the “read-write” combination teaching in senior high school English teaching,and hopes to explore the effect of“read-write” combination teaching on students’ critical thinking ability in English writing,so as to explore effective ways to develop critical thinking ability.This research takes students in two parallel classes of a middle school in Kashi as the research objects,uses the Chinese Version of Critical Thinking Disposition Inventory and the Florida Critical Thinking Skills Composition Evaluation Criteria as the research tools.The “read-write” combination teaching and the single writing teaching are used respectively in the experimental class and the controlled class,and the teaching experiment lasts about 3 months.It aims to explore the following questions:（1）What is the current state of the critical thinking ability of high school students?（2）Does the English “read-write” combination teaching effectively improve the high school students’ critical thinking in English writing?（3）Are all the sub-dispositions in the critical thinking disposition and all the sub-skills in the critical thinking skill improved? What is the degree of improvement? The results show that:Current high school survival in phenomenon of “absence of critical thinking”,especially in English writing output.After about 3 months of teaching experiments,it is concluded that the “read-write” combination can effectively improve the high school students’ critical thinking in English writing.And all sub-dispositions and all sub-skills are improved.In order to enrich students’ situational cognition and exercise students’ critical thinking,and ultimately improve students’ critical thinking in English writing,in the English “read-write” combination teaching of the experimental class,the author inputs text content and text structure to students,increases students’ situational input and sets up a variety of reading and writing activities according to the text content and students’ learning situation.Based on the experimental results and observation,the author suggests that the cultivation of critical thinking should be emphasized in practical teaching.Teachers should rationally use textual materials,increase diversified situational input and design diversified teaching activities with students as the center to improve students’ classroom participation,gradually exercise and develop students’ critical thinking dispositions and skills.Finally,it is also concluded that the cultivation of critical thinking is closely related to the strengthening of teachers’ critical thinking awareness and capacity building.