The Exploration Of Reading Teaching In Senior High School Oriented To The Cultivation Of The Critical Thinking Ability

In 2017,a new high school English curriculum standard was promulgated,in which the core competencies and values for Chinese students’ development puts forward higher requirements for students’ thinking quality.As the extension of thinking quality,the critical thinking ability has attracted more and more attention.In addition,Huang Yuanshen mentioned the current situation of thinking absence in the Chinese Foreign Language Course twice in 1998 and 2010.The influence of this situation is manifested in various aspects,so the cultivation and improvement of students’ critical thinking ability deserves to be paid enough attention and fully integrated into English teaching.In order to explore the factors that affect the students’ critical thinking ability,this paper tests some useful teaching ways in senior high school.They are multi-dimensional teaching aims,mind mapping,classroom atmosphere for students’ thinking,the reflective journal on education and teaching and diversification of teaching evaluation.In this study,46 students from class 10 of one senior high school in Shandong Province are tested by the California Critical Thinking Disposition Inventory and the California Critical Thinking Skills Test before and after the experiment and changes of their critical thinking ability before and after the experiment are observed.In addition,the author compares the reading comprehension scores of the monthly examination before the experiment with the monthly examination after the experiment in order to observe the relationship between the change of the critical thinking ability and English reading comprehension.The research questions are as follows:(1)What is the situation of senior high students’ critical thinking ability?(2)What changes have taken place in the critical thinking ability after the experiment?(3)How do these changes affect students’ English reading comprehension?The hypothesis of this experiment are as follows.Before the beginning of the experiment students have the unsystematic critical thinking ability.After the systematic cultivation of the author,students’ critical thinking ability has increased,which reflects in the improvement of reading comprehenion scores.The results show that students who have just entered the senior high school have a certain level of the critical thinking ability;after a period of targeted training,the students’ critical thinking disposition and skills have been improved to a certain extent Generally speaking,among the seven dimensions of students’ thinking disposition,truth-seeking,open-mindedness,analyticity,systematicity,self-confidence and inquisitiveness have been significantly improved,and their maturity of judgement has been slightly improved.Except self-regulation and inference,the other four dimensions of students’ thinking skills,they are interpretation,analysis,evaluation,explanation,have been significantly improved.In addition,through the analysis of the results of the two monthly examinations,it is found that students have less improvement in guessing the meaning of words,while the other three types of questions,they are summing up and summarizing,questions of details,questions of inference have obvious changes.These results are basically consistent with the previous analysis of thinking disposition and skills.This shows that students’ critical thinking ability can be developed in reading comprehension,and the development of critical thinking ability can in turn promote the improvement of reading comprehension.Because of the short research time,fewer samples and the lack of teaching experience,there are some shortcomings in the research,which still need to be further improved.