An Empirical Study Of English Critical Reading Teaching On Senior High School Students

21st century is a "knowledge and information explosion" era. How can we selectively get and process knowledge and information in the limited time is more important. This requires us to apply CT to analyze and evaluate the information, and make the final judgment and decision. Therefore, the fostering of CT has become one of the most important parts in education.The fostering of CT is also required in the English Curriculum Standard of Senior High School. In English teaching, CR is an important way to cultivate CT in reading teaching. However, many teachers mostly work at explaining the language points, but not conduct CRT, the fostering of CT isn't put enough emphasis in the current English reading teaching. The reading skills and CT abilities of students can not be well developed. Therefore, an instructional experiment on CR is conducted in this study on the basis of related studies on CR at home and abroad, which aims to explore the ways of training CRS, the detailed steps of CRT, further verify the effectiveness of CRT and provide use for reference in the promotion and popularization of CRT in senior high schools.This instructional experiment lasts for 13 weeks, two classes in Grade 2 in X High School in Wei Fang City are regarded as the subjects, one is EG in which CR teaching method is adopted, and another is CG in which the original reading teaching method is still used. Reading tests, questionnaires and interview are conducted to collect data which is statistically processed and analyzed by SPSS 18.0. The major findings from the experiment are described as follows. 1) The CRT is more conducive to improve the reading ability of students compared with the traditional teaching mode, especially the frequency of CRS use, and reading accuracy, but the improvement of reading speed is not so significant. 2) The CRT is more effective to promote the CT of students, especially the inference ability, but the improvement of analysis ability is not significant. 3) The CRT has different effects on the students at the three levels. The improvement of level 2 students on reading ability is most significant. But on the CT ability, the improvements of the three level students are average, all not so significant. 4) The students in EG are mostly satisfied with CRT.The findings from the experiment further verify the effectiveness of CR on improving the reading ability and CT ability of students, and provide references for further study and the generalization of CR. The present author hopes that further studies and discussions in depth on CR can be aroused in order to better improve the reading ability and CT ability of students.