Research On The Activity Design Of High School English Textbooks Based On The Cultivation Of Thinking Quality

According to High School English Curriculum Standards(2017 Edition),English courses should develop students' key competences,such as language ability,cultural awareness,thinking disposition and learning ability.Among them,thinking disposition refers to the ability and level of thinking in logic,criticality,innovation and other aspects,which reflects the mental characteristics of English discipline.In addition,High School English Curriculum Standards(2017 Edition)also emphasizes the importance of the organization and design of learning activities.It points out that English learning activities are the basic organizational form of English teaching,which is the main way to fulfill the curriculum objectives.Therefore,learning activities are also the main way to develop the key competences of English subject and cultivate students' thinking disposition.The teaching material is an important subject to achieve the educational goal,and it is the main basis for teachers to organize teaching activities.Therefore,it is important and necessary to study the thinking disposition from the design of teaching activities.Based on the classification of language activities by Richards and Lockhart and Bloom's Taxonomy of Educational Objectives,this paper explores the following two questions through text analysis: 1.What are the types of activities that reflect the thinking disposition in the textbook? 2.How is the thinking disposition reflected in different types of activities?Through the analysis,this research has drawn the following conclusions: 1.There are more types of activities that reflect primary thinking than advanced thinking.The types of activities reflect the cultivation of different levels' thinking disposition.“Memory” is reflected from presentation activities and affective activities.Present activities,practice activities,understanding activities and strategy development activities represent the training of“understanding”.Application activities and evaluation activities reflect “application”.“Analysis”is embodied in the understanding activity.Feedback activity can cultivate “evaluation”disposition.“Creation” disposition is reflected from application activity.2.In general,there are more ways of primary thinking in activity types than those of advanced thinking.“Understanding and application” account for the largest proportion in primary thinking.“Understanding” is reflected in the activities through the following ways: perception,generalization,interpretation,speculation and identification of information.“Application” is trained through the transition practice.“Analysis and evaluation” take the largest proportion in the high-level thinking.“Analysis” is reflected in the activities through comparative analysis synthesis and abstract generalization.“Evaluation” is reflected through the evaluation and judgment of whether the content meets the standard.According to the related theory of thinking disposition,this study deeply analyzes the activity design of English textbooks.And this study provides useful suggestions for the compilation of textbooks and teachers' rational use of textbooks in the future.