An Empirical Research On DA-based Approach To Improving Students’ English Thinking Quality In High Schools

In recent years,with the development of curriculum reform and the introduction of core literacy of English subject,the cultivation of thinking quality has received extensive attention.According to the English Curriculum Standard for Senior Middle Schools(2020 Edition),thinking quality is listed as one of the core literacy of English subjects for the first time.The New Curriculum Standard points out that the thinking quality reflects the mental characteristics of the core literacy of English subjects.The development of thinking quality helps to improve students’ ability to analyze and solve problems,so that they can observe and understand the world from a cross-cultural perspective,and make correct value judgments on things.In English,language is a tool for thinking,and reading is an important way of language input.Therefore,reading courses play a crucial role in cultivating students’ thinking qualities in English subjects.However,under the traditional reading teaching method,the fragmented way of comprehending texts makes students’ thinking tend to be fragmented,and even the phenomenon of "thinking absence" appears.Therefore,students’ logical thinking,critical thinking and creative thinking are relatively weak.In order to change this phenomenon and improve students’ thinking quality in English teaching,this study attempts to apply discourse analysis theory to reading teaching,and explores the feasibility and effectiveness of discourse analysis-based English reading teaching in cultivating high school students’ thinking quality.It also provides reference and inspiration for high school English teachers to carry out reading teaching in the cultivation of thinking quality.The research questions of this thesis are as follows:(1)What are the impacts of the application of discourse analysis theory on students’ thinking quality in senior high school English reading teaching?(2)What are the impacts of the application of discourse analysis theory on students’ reading achievements in senior high school English reading teaching?The author applies discourse analysis theory to high school English reading teaching,and conducts a one-semester teaching experiment with 109 students in Class639 and Class 633 of Jiaocheng Middle School in Lvliang City.The author takes Class 639 as the experimental class and implements English reading teaching based on discourse analysis;class 633 as the control class,implements the traditional reading teaching mode.Before and after the teaching experiment,the author distributed questionnaires and tests in both two classes,and analyzed the collected data using SPSS25.0.In addition,the author also selected 6 students in the experimental class to conduct interviews after the experiment.After a semester of teaching experiments and analysis of questionnaires,tests and student interviews,the main findings of this study are as follows: Firstly,reading teaching based on discourse analysis can effectively improve students’ thinking quality.From the perspective of dimensions,the improvement of logical thinking is the most obvious,followed by critical thinking,and the improvement of creative thinking is relatively small.Secondly,reading teaching based on discourse analysis can effectively improve students’ reading achievements,and students can flexibly use thinking skills such as prediction,analysis,and reasoning to complete reading tasks such as detailed comprehension,reasoning judgment,and word meaning guessing.The results of the study illustrate the effectiveness of reading teaching based on discourse analysis in cultivating students’ thinking quality.Finally,the author puts forward some teaching inspirations for teachers and students based on the research of this thesis.