An Analysis Of Reading Exercises Based On Revised Bloom's Taxonomy

English textbooks are essential tools and resources to develop students' language abilities in the EFL setting.In the practice of teaching,reading exercises in textbooks play a crucial role in cultivating students' cognitive abilities.However,there are few studies on the reading exercises in junior high school English textbooks.The cultivation of cognitive abilities in junior high school should also be given emphasis.This study aims at identifying and analyzing the cognitive thinking levels embodied in the reading exercises in the English textbook of Go for it for junior high school students.The study is going to answer these two questions: firstly,how do the reading exercises in reading materials of Go for it demonstrate different cognitive thinking levels;Secondly,how do the reading exercises emphasize cognitive thinking levels in different semesters.This study uses the method of content analysis and a questionnaire to evaluate the cognitive levels of all the reading exercises in textbooks.All the reading exercises distributed in Section B 2b will be collected,classified,and analyzed based on revised Bloom's Taxonomy.The findings of the thesis include(1)all six cognitive levels are covered in the textbook's reading exercises,including the cultivation of cognitive abilities like Remembering,Understanding,Applying,Analyzing,Evaluating,and Creating.(2)The distribution of six cognitive levels manifested in the reading exercises is imbalanced.The cultivation of Remembering and Understanding is over-emphasized.(3)The proportion of reading exercises in higher-order cognitive thinking is lower than exercises in lower-order cognitive thinking.(4)Reading exercises in higher-order cognitive levels do show a gradual progressive trend.(5)Though readingexercises promote the development of students' lower-order thinking skills rather than higher-order thinking,it has met the requirement of NECS.The implications of the thesis are as follows: For the textbook compilers,(1)they should cover all six cognitive levels of reading exercises when designing textbooks.(2)The cultivation of reading exercises in higher-order cognitive thinking should be given more emphasis.(3)The cognitive levels of reading exercises should be designed in a hierarchical order and progressive manner;For teachers,(4)Teachers can make adaptations to develop students' higher order thinking skills when reading exercises are all in lower order thinking levels.