Research On The Influence Of Cooperative Learning On High School Students' Critical Thinking Abilit

Nowadays,science and technology are developing rapidly.Talents with innovation and creative thoughts have become the internal driving force to promote national development and social progress.Innovation is inseparable from critical thinking.Thus,the key to measuring the quality of education and innovation lies in whether individuals have critical thinking skills.The pioneers of Chinese and Western education emphasize cultivating students’ critical thinking skills.The promulgation of the 14 th five-year plan for national economic and social development and the outline of long-term goals for 2035,and National English Curriculum standards for General High school(2017 edition)reflect the importance China attaches to students’ critical thinking skills.Writing teaching is an effective way to cultivate students’ critical thinking skills,but teachers often focus on improving students’ basic language skills in the teaching process,resulting in students’ " absence of critical thinking skills" and the lack of ideological depth in English writing.The lack of critical thinking skills is mainly affected by teachers’ teaching method.Cooperative learning,as a teaching method,can trigger learners to think deeply,promote the cultivation of students’ integrated thinking,and promote the development of high-order cognition.However,the existing research on cooperative learning and critical thinking skills are mainly from a general perspective.Limited research deeply explores the impact of cooperative learning on learners’ critical thinking skills based on a complete teaching process and experimental data.Based on this,this study integrates cooperative learning into English writing teaching.It explores the impact of English writing teaching based on cooperative learning on high school students’ critical thinking skills.The participants of the study are 88 students in two parallel classes selected from a high school in Weifang City,Shandong Province.Applying the research methods of a teaching experiment,questionnaires and interviews,this paper attempts to answer the following two research questions:(1)How does cooperative learning in English writing affect the overall level of high school students’ critical thinking skills?(2)How does cooperative learning in English writing affect high school students’ sub-critical thinking skill(elucidation skills,interpretation skills,analysis skills,reasoning skills,evaluation skills,self-regulation skills and skills of emotional dimension)?The results show that:(1)Cooperative learning can significantly improve the overall level of high school students’ critical thinking skills.(2)Cooperative learning can significantly promote high school students’ interpretation skills,analysis skills,evaluation skills,self-regulation skills and skills of emotional dimension,but it has no significant impact on the enhancement of elucidation skills and reasoning skills.The research,based on the results,suggests that:(1)Teachers can improve students’ critical thinking skills by applying cooperative learning in English Teaching in high school.(2)In English writing teaching,teachers should respect that students are the main party in teaching activities.They should play a guiding role in teaching.(3)Teachers should guide students to pay attention to the orderliness and richness of oral and written expressions,remind learners to use logical connectives flexibly,and pay attention to the vocabulary selection and sentence structure.(4)Teachers need to teach the knowledge of reasoning to students and guide students to form the habit of reasoning.Due to limitations of time and other conditions,this research still has many deficiencies.However,this study achieves the expected goal in general.This study inspires high school English teachers to cultivate learners’ critical thinking skills in teaching English writing and provide suggestions for teachers to apply reasonable and effective teaching methods.Therefore,this research has important theoretical and practical guiding significance for improving learners’ critical thinking skills and promoting high school English education reform.