Study On High School English Reading Teaching From The View Of Critical Reading

Since the middle of the20th century, western countries originated to start the rush of critical thinking research. In the80’s of the last century, Chinese scholars began to study it. At present, critical thinking has become one of the hot spots in the field of education research at home and abroad, which is looked as an important component of personnel training and one of the basic objectives of education by the international education.Critical thinking plays a very important role in the cultivation of students’ innovative spirit and creative ability, however, due to the influence of examination-oriented education, traditional English reading focus only on students’ cultivation of language knowledge and language skills, ignoring students’ critical thinking skills. High school English reading teaching not only need to help students’ understanding of the surface layer of language and information, but also need to help students to have a deep understanding of the text, to focus on the opinions, emotions, attitudes and intentions of the author, to grasp the characteristics of the skeleton hierarchy and structure of the text, and to understand the words of the text and overall planning and skills and appreciation of language and culture. However, most of English reading teaching is still staying on a shallow level currently and traditional mode of language knowledge teaching still occupies leading status. Teaching design tends to modeled and programmed, and simple and superficial interpretation on text information dominates. In this process, students play as a passive recipient, who never participate in the understanding of the text and never experience the competence exercise of deep thinking. How can make the reading teaching class become an actual place to improve students’ comprehensive language application ability and thinking ability? I believe that applying critical reading to English reading teaching class would be a valid attempt.Critical reading is a kind of deep reading, requiring readers to utilize methods of critical thinking in the reading process, such as forecasting and analysis, questioning, inferring, summarizing and evaluation to reach a deep understanding of text content. However, for high school English reading teaching, critical reading is still in its early stages and is a new form of teaching. At present, there is much research on critical reading, but most of research stays on the theoretical level and its importance, and there is less technical guidance about complementing methods and strategies of critical reading into classroom teaching. Therefore, based on the correct understanding of the theory, this article firstly discusses the necessity of developing students’critical thinking ability in high school English reading, which then followed by investigation of current situation of lacking in senior high school English reading teaching class. After this, there comes the analysis about reason of lacking criticism in high school English reading teaching. Further, the text will have a deep discussion about strategies, methods and processes of critical reading. What’s more, based on a practical example of English reading instruction, after analyzing the problems of currently reading, the text tries to improve the teaching process under the guidance of critical reading. Finally, come the author’s some thoughts and suggestions about the follow-up study on the directions.