An Experimental Study On Influence Of "Reading To Writing" Teaching Mode In High School On Learner’s Critical Thinking Ability

For the past few years,the cultivation of critical thinking ability has attracted wide attention both in domestic and abroad.However,in the current English teaching,more emphasis is placed on the the improvement of students’ language skills,and the cultivation of students’ critical thinking ability needs to be strengthened.According to the requirements of students’ thinking quality in the core literacy of English Curriculum Standards for General High School English(2017 Edition),that is,to develop students’ logical thinking,critical thinking and innovation.So the cultivation of critical thinking ability is a key part of the cultivation of students’ thinking quality.the writing process is the process of formalization and concretization of thinking,so writing is an important way to cultivate students’ critical thinking ability.In the “Reading to writing” teaching mode,learners integrate the knowledge learning and skill development from reading texts into language practice of writing through comprehension and expression.In the process of discovering,analyzing and solving problems,gradually improve the critical thinking ability through thinking activities such as perception,analysis,reasoning,discussion,innovation,comparison,evaluation and summary,Therefore,this study aims to explore the influence of the "reading-to-writing" teaching mode on learners’ critical thinking ability by implementing the teaching mode in high school English teaching.It provides specific cases for the cultivation and improvement of thinking quality in the core literacy of high school English,and provides inspiration for high school English writing teaching and the cultivation of learners’ critical thinking ability in high school English writing teaching.Based on the language input hypothesis theory,language output hypothesis theory and constructivism theory,this study selected Class 1 and Class 2,Grade 1,Y Middle School of Xinjiang Production and Construction Corps.Class 1 is the experimental class,and Class 2 is the control class.By means of educational experiments method,test method,questionnaire survey method and interview method,this paper conducts an experimental study on influence of “Reading to Writing” teaching mode in high school on learner’s critical thinking ability,mainly explores the following two questions:1.What is the influence of the reading-to-write teaching mode on the critical thinking skills(analysis,inference,explanation and evaluation)of the subjects in senior high school English?2.What is the influence of the reading-to-write teaching mode on the critical thinking disposition(open-mindedness,systematicity,truth-seeking,inquisitiveness,analyticity,self-confidence and cognitive maturity)?After a 4-month teaching experiment of “reading to writing”,the researcher finally used the written expression part of the College Entrance Examination paper in 2020 and 2021 and the grading rules of critical thinking ability in writing to examine the development of the participants’ critical thinking skills.Through Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV)to understand the change of the subjects’ critical thinking disposition in the form of a questionnaire.Through individual interviews with students in the experimental class to supplement the influence of teaching experiments on the subjects’ critical thinking skills and critical thinking disposition.The experimental results show that:1.The teaching mode of "reading to writing" has a positive effect on the critical thinking skills of high school English learners.Among them,there are significant improvements in the dimensions of analysis ability and explanation ability,and an improvement in the dimension of inference ability,while the improvement in the dimension of evaluation ability is not obvious.2.The teaching mode of "reading to writing" also has a positive effect on the students’ critical thinking dispositions of high school English learners.Among them,the dimensions of truth-seeking,open-mindedness and systematicity are significant improved,the dimensions of self-confidence and cognitive maturity are improved,while the dimensions of inquisitiveness and analyticity are not significant improved.Based on this research,the author puts forward two implications: on the one hand,for the teaching of English writing in senior high school.Teachers make full use of reading texts and pay attention to comprehensible input before writing.Teachers create topic context that are close to students’ life and learning,and design progressive teaching activities in writing.Teachers formulate evaluation scales to cultivate students’ evaluation consciousness and stimulate reflection mechanism after writing.On the other hand,for cultivation learners’ critical thinking ability in the teaching of English writing in senior high schools: Attach importance to the teaching of English writing,Clarify the stage training objectives of critical thinking ability,explore and practice more writing teaching methods based on critical training.and effectively implement the comprehensive development of each sub-dimension ability of critical thinking skills and think dispositions.