An Experimental Research Of The Effects Of Problem-Based English Reading Class On Junior High School Students' Critical Thinking Disposition

The nursing of talents with critical thinking is one of the vital missions of today's Chinese education.Problem-based learning(PBL),which is widely applied to develop students' critical thinking,is in line with the fourth-level target advanced in Compulsory Education English Curriculum Standard.Problem-based learning approach has become a major area of interest within the field of English reading teaching.However,previous studies fail to examine the effectiveness of problem-based English reading class on junior high school students' critical thinking,or demonstrate the possible relationship between the development speed of critical thinking and students' different English proficiency after they take a period of problem-based English reading class.This thesis aims to adopt PBL into English reading class to examine the effectiveness of problem-based English reading class in cultivating critical thinking disposition of junior high school students.This dissertation seeks to address the following research questions:1)What possible effects does Problem-based English reading class have on junior high school students' critical thinking disposition? Do any changes occur in the seven dimensions of critical thinking disposition?2)What possible effects does problem-based English reading class have on critical thinking disposition of students of high,middle and low English proficiency?Do any changes occur in the seven dimensions of critical thinking disposition?Two classes in Grade 8 from a junior high school in Panyu,Guangzhou are selected to be parallel classes in the teaching experiment,one of which is regarded as the experimental class to take problem-based English reading class,and the other is the control class to accept traditional lecture-based English reading class as usual.The two research questions are explored by both quantitative and qualitative methods involving a questionnaire,two test papers,and a semi-structured interview.The data collected are then analyzed through independent sample tests as well as paired sample tests with the help of SPSS 24.The findings of the two research questions are listed as follows:1)PBL can effectively improve students' overall critical thinking disposition,and the dimensions of it including systematicity,self-confidence,and inquisitiveness can be easier to be cultivated than other dimensions involving truth-seeking,open-mindedness,analyticity,and maturity.2)PBL has a distinct function in the development of the overall critical thinking disposition of students of high and middle English proficiency.PBL also improves the overall critical thinking disposition of students of low English proficiency to a certain degree,although the effectiveness is not that obvious,compared to the other two levels of students.The degree of change varies from dimension to dimension,and from proficiency to proficiency.Students of high English proficiency have significant improvement on dimensions such as truth-seeking and open-mindedness,while students of middle English proficiency have noticeable development on systematicity as well as self-confidence.Besides,dimensions including self-confidence and maturity are cultivated indeed among low English proficiency students.In brief,it can be diagnosed that the conduction of problem-based English reading class can effectively cultivate students' critical thinking disposition.It is valuable and feasible to apply PBL in English reading class.Much attention is supposed to be paid to the promotion and application of it in specific subjects in future education.