A Survey On The Cultivation Of Critical Thinking In High School English Reading Teaching From The Perspective Of Core Literacy

At present,the cultivation of critical thinking has become an important goal of international education,and is also one of the research focus in English teaching in China.“The English Curriculum Standards for Senior High Schools”(2017 Edition,2020revision)listed critical thinking as an important part of thinking quality in the core literacy of English subjects,reflecting the necessity of developing students’ critical thinking ability at the level of core literacy of subjects.As language is not only the carrier of culture,but also the tool of thinking,so the language discipline has become an important starting point to cultivate critical thinking.Nowadays,the call of reading teaching to cultivate students’ critical thinking has become increasingly fierce,and it has become an inevitable trend to cultivate students’ critical thinking through reading teaching.Therefore,this dissertation investigates the cultivation of critical thinking ability in English reading teaching of a senior high school in Harbin city through questionnaire survey,classroom observation and interview,focusing on the following three questions:1.From the perspective of core literacy,what is the current situation of cultivating students’ critical thinking in high school English reading teaching?2.From the perspective of core literacy,what are the factors affecting the cultivation of students’ critical thinking in high school English reading teaching?3.How to improve students’ critical thinking level in high school English reading teaching from the perspective of core literacy?Through data compilation and analysis,it is found that:1.The overall situation of cultivating students’ critical thinking in senior high school English reading teaching from the perspective of core literacy is general,and the cultivation of various sub-skills(interpretation,analysis,evaluation,inference,explanation,and self-adjustment)is uneven.Student questionnaires show that students use more analysis,inference,and explanation sub-skills,while using relatively few interpretation,self-adjustment,and evaluation skills.The teacher questionnaire indicates that teachers have a strong teaching awareness of guiding students to explain,analyze,and evaluate during teaching,while their awareness of inference,explanation,and self-adjustment is relatively weak.2.The cultivation of students’ critical thinking in English reading teaching in senior high schools is influenced by factors such as society,school,curriculum,teachers,and students.However,the lack of students’ language proficiency and tense school hours are the two biggest factors restricting the development of critical thinking in reading teaching.3.How to improve students’ critical thinking level in the reading process can be improved from the aspects of education administration departments,teachers,the provision of relevant materials and resources,and students’ level.Based on the above research results,the author analyzes the reasons and suggests teachers to study the theory,analyze the curriculum standard and clarify the requirements of the curriculum standard.Encourage students to ask questions;Optimize multiple evaluation means,in order to guide front-line teachers to carry out critical reading,and promote the transformation of students’ ability to quality.However,due to the limitation of objective conditions such as the research period,this study inevitably has some limitations.It is hoped that this study can provide valuable reference for students in the cultivation of critical thinking in high school English reading.