A Research On The Current Situation Of Cultivating Thinking Capacity In Demonstrative Senior High School English Reading Class In Guangxi

The newly issued English Curriculum Standards for Senior High Schools(2017Edition)puts forward the concept of thinking capacity,which is considered as a psychological feature reflecting the key competencies.English reading is an important means for students to acquire information and accumulate knowledge in learning English.However,the activities of English reading in senior high school often focus on skimming for the main idea and scanning for specific information.Teachers spend less time teaching the thinking capacity behind the reading material.With the advent of the information age and the deepening of quality-oriented education reform,the role of English reading in senior high school is no longer limited to helping students improve their language skills,but plays an important role in broadening students’ horizons and improving their comprehensive language quality.Based on Constructionism Theory,Bloom’s Taxonomy of Educational Objectives and Lin Chong-de’s Theory of Intelligence Focusing on Thinking Structure,this study conducted a questionnaire survey on 368 students in Grade one and Grade two in seven demonstrative senior high schools in Guangxi,and interviewed six students and five English teachers according to the statistical analysis results of the questionnaire,aiming at answering the following two questions.(1)In English reading class,what is the current situation of the cultivation of demonstrative senior high school students’ thinking capacity?(2)What are the problems and causes in the cultivation of thinking capacity in the English reading class of demonstrative senior high school?The results show that:(1)In the demonstrative senior high school English reading class,the cultivation of students’ innovative thinking is the worst,followed by critical thinking,and finally logical thinking.(2)Through the research,it is found that the problems encountered in the cultivation of thinking capacity in demonstrative senior high school English reading class are as follows.Firstly,students’ constructive ability in English reading is relatively weak.Secondly,students have weak ability and behavior to question the authority of English teachers and teaching materials.Thirdly,students’ behavior and ability to put forward innovative ideas are weak.Through further investigation,it is found that the reasons for the above problems are as follows.Firstly,under the background of exam oriented education,schools and teachers do not pay enough attention to the cultivation of students’ English thinking capacity.Secondly,teachers’ research on thinking capacity is not deep enough,and teachers ignore the cultivation of students’ English thinking capacity.Thirdly,students believe in the authority of English teachers and teaching materials and dare not question teachers and teaching materials.Based on the above research findings,this thesis puts forward some opinions and suggestions from three aspects: schools,teachers and students.Firstly,for schools,schools should attach importance to the cultivation of students’ thinking capacity.For example,schools should establish a diversified evaluation system,and teaching evaluation should pay attention to process evaluation.Secondly,for teachers,teachers should deeply study the thinking capacity in reading materials,strengthen thinking capacity training,establish a harmonious relationship with students and stimulate students’ desire for reading.Thirdly,for students,students should break through the thinking mode and enhance their sense of self-efficacy,change learning attitude and broaden learning channels.The purpose of the suggestions is to provide reference for improving students’ thinking capacity.