An Investigation On The Current Situations And Affecting Factors Analysis Of Senior High School Students’ Thinking Quality In English Reading Activities

The English Curriculum Standards for Senior High Schools(2017 Edition,revised in 2020)points out that thinking quality refers to the abilities and levels in logic thinking,criticality thinking and innovation thinking.The English reading teaching should promote the all-round development of students’ English subject key competencies,and train students to be readers with language ability,cultural awareness,thinking quality and learning ability.However,in the current English reading teaching activities,teachers still focus on the language knowledge,which leads to students’ lack of thinking process.Their minds are limited.Therefore,it is necessary to analyze the ability level of students’ existing thinking quality to effectively promote their all-round development.On this basis,clarifying the relevant influencing factors can enable teachers to better cultivate and train students’ thinking quality in reading teaching.The theories of this study are the Intelligence Theory Focusing on Thinking Structure and Bloom’s Taxonomy theory.The author uses questionnaire,classroom observation,interview and test to analyze the existing thinking quality of students,explore the factors affecting reading thinking ability.This study intends to answer the following two questions:(1)What is the current situation of high school students’ thinking quality in English reading activities?(2)What are the factors that affect the quality of students’ thinking in English reading activities? In this study,167 students and 3 teachers were selected as the research objects.This study combines quantitative analysis and qualitative analysis.After collecting all the data,the author uses SPSS22.0software carries out quantitative analysis on the results of questionnaire,and qualitative analysis combined with the results of test,classroom observation and interview.The main findings are:(1)Among the thinking qualities shown in English reading,logical ability is good,critical thinking ability is extreme,and innovative thinking ability is at a low level.Students’ logical thinking gets the second level.Half of the students had the best ranking ability.The ability of induction and comparison is also good.Analysis words,article types and article structures are in an average level.Most students are weak in classification and generalization.Students’ critical thinking ability can reach the level 1.Some can basically meet the second-level,but rarely reach the third-level.Reasoning,judgment and evaluation ability is good,prediction ability is average,prediction ability is relatively weak,and questioning ability is the worst.Students’ innovative ability can only meet the requirements of the first-level,and few students can achieve the second-level or the third-level.In the innovative thinking,the students’ imagination ability and divergent thinking ability are relatively good,the emotion transfer ability and association ability are weak,and the creation ability is the worst.(2)The factors affecting students’ thinking ability in English reading are mainly divided into three aspects: students’ aspect,teachers’ aspect and other aspects.From the students’ aspect,first of all,students’ own language ability will affect their thinking in reading.Secondly,students lack the concept of thinking quality and can’t realize the thinking difference between English and Chinese.Students’ interest and motivation are the factors that affect students’ thinking ability,which can directly affect their participation in English reading activities.From the perspective of teachers,teachers’ understanding of thinking quality will affect their teaching activities in teaching,thus affecting students’ thinking quality.The form of activities and the frequency of targeted activities also are the factors that affect students’ thinking ability.One of the key factors affecting students’ thinking ability is the guidance of teachers.In addition,there are some other factors also affecting thinking quality.For example: the topic of the article,the type of the article,writing techniques,writing characteristics,rare words and long difficult sentence patterns.The differences between Chinese and foreign cultures also affect students’ thinking.The logical difference between Chinese and English is also a factor affecting students’ divergent thinking in reading.In view of this,the author suggests that both teachers and students should pay more attention to the thinking quality.Students should make full use of their available resources to have extensive exposure to western culture.Teachers should create situations,guide students to analyze and explore reading materials,and encourage them to think divergently from multiple angles.In addition,teachers should also give students the opportunity to show their thinking achievements,give students positive feedback in time,and cultivate students’ habit of thinking actively in English reading activities.