| With the advancement of English curriculum reform,improving students’ English reading ability has played a more important role in Chinese senior high school English teaching.English Curriculum Standards for Senior High Schools(2017 edition,2020 revision)requires teachers to train and cultivate students’ cognitive abilities through layered learning activities such as learning and understanding,applying and practising,transferring and creating.However,in the region where the author teaches English,most senior high school English teachers pay little attention to the cultivation of students’ cognitive abilities in their reading teaching,in which the higher-order thinking skills are most ignored.Based on Bloom’s classification of cognitive skills,this research studies the current situation of the application of lower-order thinking skills(remembering,understanding,applying)and higher-order thinking skills(analyzing,evaluating,creating)in senior high school English reading teaching,and its influence on students’ English reading learning.It aims to answer the following three research questions:1.What is the current status of the application of English reading teaching guided by Bloom’s taxonomy of cognitive learning objectives?2.What are the effects of English reading teaching guided by Bloom’s taxonomy of cognitive learning objectives on students’ reading habits and strategies?3.What are the effects of English reading teaching guided by Bloom’s taxonomy of cognitive learning objectives on students’ reading proficiency?The author selected two classes of Senior One in a high school in Xingyi City of Guizhou Province to carry out a teaching experiment for four months,among which Class 7 of Senior One is the control class,and Class 1 is the experimental class.The experimental class carried out English reading teaching based on the Bloom’s taxonomy of cognitive learning objectives,while the control class carried out English reading teaching according to the conventional group teaching planning in Senior One of the target school.Before the experiment,a questionnaire survey was conducted on the two classes to identify the current situation of English reading teaching based on the Bloom’s taxonomy of cognitive learning objectives,and a pre-test was used to confirm whether the reading levels of the two classes were comparable.In the teaching phase,the author observed and recorded the implementation of reading teaching in two classes.After the experiment,a second questionnaire survey and a post-test were conducted in the two classes.In addition,six English teachers in Senior One were also interviewed to investigate their view about English reading teaching and their understanding of Bloom’s taxonomy of cognitive learning objectives.The results show that senior high school English reading teaching based on Bloom’s taxonomy of cognitive learning objectives needs to be improved.Senior high school English teachers are not conscious enough to cultivate students’ higher-order thinking skills in their reading teaching.After targeted training,students can be better at higher-order thinking and develop better reading habits.With the increasing number of the training of higher-order thinking skills,students are more active in terms of the engagement in English reading classes and are more flexible in using different reading strategies to deal with their reading problems at different levels.Students’ reading habits and reading strategies have been improved,and their reading proficiency has also been increased.However,there are some limitations such as a small sample size and a shorter experimental in this research. |
