Research On Process-Genre Approach To Cultivating The Critical Thinking Of Senior High School Students

Critical thinking can optimize people's mode of thinking and help them make reliable judgments and decisions.Judging from the educational experience of many developed countries,critical thinking has been one of the most important topics in modern citizen quality education.Language and thinking are closely related.Thinking can be expressed because of the existence of language,and language gets its meaning due to the organization of thinking.The senior high school stage is a golden period for developing teenagers'thinking ability.Cultivating critical thinking at this stage will help them to become highly qualified talents in the information age.Given this,it is of great theoretical and practical significance to explore a feasible way to combine writing teaching with critical thinking cultivation in high school English teaching.This thesis is an empirical study on critical thinking cultivation of senior high school students.It mainly explores Process-Genre Approach's influence on students' critical thinking and writing ability.Based on the critical thinking theories and Process-Genre Approach with reference to the teaching model proposed by Han Jinlong,this study is to address the following two questions:1.Can Process-Genre writing teaching cultivate high school students' critical thinking?2.Can Process-Genre writing teaching improve high school students' writing ability?The subjects of this study were the 89 sophomores from two parallel classes in Fuzhou Overseas Chinese Middle School.Pre-test and post-test are adopted in this research and all the raw data are analyzed with the tool of SPSS.Major findings can be summarized as follows:1.The students' critical thinking has been significantly improved.First,the seven dimensions of their critical thinking disposition have been promoted.Second,students'critical thinking skills have been developed.Among the five dimensions,deductive and inductive ability has been changed slightly,but hypothesis,explanation and evaluation have been greatly improved.2.Students' writing ability has made significant advances.First,the average writing score of the students is 0.61 points higher than that of the previous test.Second,the statistics of the questionnaire shows that the students' interest in English writing is stronger than it is before the experiment.Good writing habits are being formed and their writing confidence is increasing.The results show that Process-Genre Approach has a positive impact on students'critical thinking,which has contributed to relevant research in this field at home.In the meantime,the present study also provides some specific teaching examples for teachers who need to train students' critical thinking by way of English teaching.