Influence Of Senior High School Students’ Critical Thinking Disposition On English Continuation Writing Quality

English continuation writing,as a new writing question in the College Entrance Examination,simultaneously examines students’ reading and writing ability,which is a challenge to both students’ “learning” and teachers’ “teaching”.The qualities of students’ continuation writings are also not satisfactory.Although previous studies have found that the development of critical thinking has positive impacts on students’ reading and writing ability,most of the related studies focus on college students.The previous studies neither pay enough attention to critical thinking disposition,which is a psychological basis of critical thinking ability and have a great influence on the “reading” and “continuing to write” process.Therefore,this research uses 86 senior 1 students from Liling No.1Middle School in Hunan Province as subjects to probe into the influence of senior high school students’ critical thinking disposition on their English continuation writing quality via critical thinking disposition questionnaires,writing tests,semi-structured interviews etc.,and spotlights the following three questions:(1)What is the status quo of Senior 1students’ critical thinking disposition?(2)Whether there is a significantly positive correlation between students’ critical thinking disposition and their English continuation writing performance?(3)If so,in what ways does critical thinking disposition affect students’ English continuation writing quality?The study uses SPSS 26.0 software to perform descriptive analysis and Pearson correlation analysis on the data and dissects subjects’ writing texts.The major findings are as follows:(1)Senior 1 students generally exhibit a positive critical thinking disposition.And among its seven sub-dimensions,the order of students’ performance from the highest to lowest is inquisitiveness,analyticity,open-mindedness,cognitive maturity,critical thinking confidence,truth-seeking and systematicity.(2)There is a significantly positive correlation between students’ critical thinking disposition and their English continuation writing performance,with a correlation coefficient of 0.621,arriving at a medium correlation.Among the seven sub-dimensions,cognitive maturity,inquisitiveness,systematicity,analyticity and open-mindedness are significantly and positively correlated with English continuation writing performance,with correlation coefficients of 0.474,0.524,0.471,0.565 and 0.487.But the two dimensions of truth-seeking and critical thinking confidence don’t show statistically significant correlations with English continuation writing performance.(3)Students’ critical thinking dispositions can influence the content rationality,the linguistic richness and the logical cohesion of their continuation writing texts.Based on the above findings,this paper proposes the following advice for front-line English teachers: constantly update teaching philosophy and take the development of students’ critical thinking as a grip;actively change their role to create an equal and harmonious learning environment;change and enrich assessment methods;and at the meantime,strive to improve their own critical thinking.