On The Implementation Of Critical Thinking In The New Curriculum Standard In High School English Class

Recently there are more and more researches about critical thinking. As for the previous researches on critical thinking, they are usually on the definition of critical thinking, the measurement of critical thinking and the cultivation of critical thinking. As for the implementation of critical thinking, especially that in the high schools of China, it has been rarely touched on.Therefore, based on the conceptual framework reviewed by Wen Qiufang in 2008, the research, a case study of the High School Attached to Hunan University, which studies about the implementation of critical thinking in high schools based on the New Curriculum Standard in China tries to answer the following three questions:Firstly, what is the general implementation of critical thinking in high school English classes?Secondly, is there any difference in the implementation of critical thinking between senior one and senior two class?Lastly, is there any difference in the implementation of critical thinking in the instruction of different modules?In order to answer these questions, the author observed two classes of senior one and senior two of the High School Attached to Hunan University for one unit which lasts for 25 class hours and recorded the sound during the classroom observation. Finally, through data collection and data analysis, the following conclusions are made.Generally speaking, the implementation of critical thinking is not satisfying, yet the skill is better implemented than that of meta-critical thinking and disposition.Secondly, the implementation of disposition, meta-critical thinking, and evaluation of skills based on the New Curriculum Standard is better in senior two than that in senior one. Both senior one and senior two classes do not show obvious superiority in the implementation of skills’other two dimensions, analysis and reasoning.Lastly, the implementation of critical thinking in the modules of word power and grammar and usage is the worst, in that of reading and task is the best.In sum, the research, for one thing, is beneficial for us to have a better understanding of the implementation of critical thinking in high schools of China, for another thing, is helpful for a better understanding to the hindrance factors of its implementation. However, the participants are from two classes of the High School Attached to Hunan University which are not extensive, the findings of the research are not widely applicable.