An Practical Study On The Influence Of English Reading Teaching Design On Grade Seven Students’ Thinking Quality Based On The View Of Learning Activity

English Curriculum Standards for Compulsory Education（2022Edition）is clearly proposed to improve students’ thinking quality and cultivate students’ comprehensive development of thinking ability.As an important way to cultivate thinking quality,English reading has the problems of formalization,superficialization,fragmentation,as well as the phenomenon of emphasizing knowledge while neglecting comprehensive ability,emphasizing memory while neglecting thinking quality,which seriously hinders the development of English thinking quality of junior middle school students.Therefore,this study intends to start from the problems existing in the current English reading teaching in junior middle school.And the author intends to implement the reading teaching practice based on the VOELA.The main purpose of the paper is to explore the impact of reading teaching design based on the VOELA on the thinking quality of Grade Seven students,and provides teaching design cases for front-line teachers.This study takes 46 students in the first grade of a junior high school in Ordos as the research subjects,and carries out a 18 week practical research.In the research process,the author mainly designed and carried out reading teaching practice based on the VOELA,and collected relevant data by questionnaires,test papers and interviews of research subjects.This study aims to answer the three following questions:1.What is the current situation of Grade Seven students’ thinking quality?2.What kind of influence does the reading teaching design based on the the view of English learning activity have on the cultivation of Grade Seven students’ thinking quality?3.What kind of teaching design can help teachers enhance reading teaching effect and improve student’s thinking quality?Based on this research process and through the systematic analysis of quantitative data,the author draws the research conclusion: 1.the overall performance of Grade Seven students’ thinking quality is poor,among which the creative thinking quality is the best,logical thinking is the second,and critical thinking is the worst.Each thinking quality all has different weaknesses aspects.2.English reading teaching design based on the VOELA can improve Grade Seven students’ logical thinking,critical thinking and creative thinking quality.It is embodied in improving students’ ability of perceiving and noticing;extracting and sorting out;ability to describing and interpreting;analyzing and making judgement;internalizing and application;ability to inferring and justifying;criticizing and evaluating;imagining and creating;especially for Grade Seven students,the ability of extraction and generalization,analysis and demonstration,internalizing and application,reasoning and judgment,imagining and creating is the most prominent.3.The author’s three-stage and seven-step teaching design supports the teaching process with three stages of preparation,implementation and evaluation,and integrates the seven steps of “analyzing text,theme and emotional attitude;implementing activities and question chains;evaluating for timely feedback and formative process”,which has a certain degree of significance for English reading teaching in junior high school:（1）teachers should pay attention to the individual differences in the development of students’ thinking quality,aiming at the weak points,design targeted reading activities and emphasize the overall activity hierarchy;（2）teachers should make use of the question chains based on the text main line and theme to assist teaching,so that reading activities at different levels can transition naturally and closely while promoting the thinking development;（3）teachers should establish a relatively perfect evaluation mechanism through timely feedback and multiple evaluation of formative accumulation,which can make teaching activities,students’ thinking and teaching evaluation come down in one continuous line,and finally realize the development of students’ thinking quality at different levels from logic to criticism and then to creation.