Research On The Influence Of Question-based Written Feedback On The Cultivation Of High School Students' Critical Thinking Ability In English Argumentative Essay Writing

Critical thinking is an important part of human thinking.It can promote the cultivation of innovative talents and help us to innovate in study,work and life.The 2017's edition of “General High School English Curriculum Standards” clearly pointed out to help students' multiple thinking and critical thinking.English writing is a high-intensity thinking practice activity,and critical thinking runs through the entire writing process of students.Argumentative essays,as the most important and difficult point in writing teaching,can not only reflect students' language expression ability,but also students' thinking.Because there are not enough empirical researches on the relationship between the critical thinking ability of senior high school students and writing in China,this thesis attempts to answer the following two questions:(1)What is the level of subjects' critical thinking ability now and the situation of students' critical thinking skills in writing?(2)Does the teacher's questioning written feedback improve students' critical thinking ability? If so,what are the specific manifestation? In the research process,based on the Constructivism on learning and theoretical framework of critical thinking ability,the thesis takes 100 grade one students from a senior high school as research subjects,and adopts combination of quantitative and qualitative methods to explore the impact of teacher's question-style written feedback on the cultivation of students' critical thinking ability in English argumentative writing.In the first and last week of the semester,the Chinese version of California Critical Thinking Disposition Inventory(CCTDI-CV)and Chinese version of California Critical Thinking Skills Test(CCTST-CV)are used to investigate the critical thinking ability level of high school students at the beginning of the semester and the changes of students' critical thinking ability in English argumentation writing after one semester's implement of teacher's question-style written feedback.Then,Contrastive analysis of the scores(reflecting the level of critical thinking skills)in the argumentative writing exercises from two classes and the frequency of question sentences reflecting the status of the sub-skills of the thinking skills in the composition are conducted,to explore development of the sub-skills of students' critical thinking.Finally,a comparative analysis of the pre-test and post-test essay writing results of the two classes that reflect the use of each sub-skill of critical thinking is carried out,and the changes in students' use of critical thinking skills in English essay writing after applying teacher's question-style written feedback for one semester are discussed.The collected data were processed by SPSS26.0 and Excel,and the results showed that:(1)The overall critical thinking ability of students is at a low-to-medium level,and the result of CCTST-CV and argumentative writing text show that the development of students' critical thinking sub-skills is uneven.(2)Teacher's question-style written feedback has a more significant effect on promoting students' critical thinking ability,and it mainly shows in analytical skills and reasoning skills.Therefore,teachers should set and implement writing teaching goals,infiltrate critical thinking skills in each link of writing,appropriately ask questions to stimulate students' thinking,and promote the improvement of students' critical thinking skills.