An Empirical Study Of English Critical Reading Teaching In Senior High School

Around the 1970 s and 1980 s,critical reading received highly attention from western scholars.At the beginning of the twenty-first century,Chinese scholars also began to focus on the critical reading.Most of the students don’t hold a critical attitude while reading,leading to the result that the contents are ignored and distorted by the readers.Critical reading is a reading mode for internal conversation between readers and the author.For readers,the essence of critical reading is trying to understand the author’s opinions.The teaching process of critical reading is a process in which the teacher continuously cultivate students’ critical reading ability,as well as the process of continuous collision and development of critical thinking.Therefore,the critical reading teaching not only conforms to the development of the times,but also improves students’ critical reading ability.What’s more,it’s the driving force of students’ critical thinking development.Scholars at home and abroad have carried out a lot of research about critical reading.There are breakthrough achievements in previous theoretical studies about the meaning and strategies of critical reading and the relationship between critical reading and critical thinking.Domestic empirical studies are mainly focused on the application of critical reading in college English teaching.This research tries to explore the application of English critical reading teaching in senior high school.This thesis is written based on constructivism theory and critical discourse analysis theory with test method,experimental method,questionnaire method and interviewing method and it takes a large number of studies at home and abroad as references.A four-month critical reading teaching experiment in senior high school aims to study the following three questions: Can critical reading teaching improve students’ ability of reading comprehension better than traditional reading teaching? How does critical reading teaching affect students’ critical thinking? Are students satisfied with the critical reading teaching? This research takes the students of grade one in senior high school in Shandong province as the research subjects.The author chooses class three as the empirical class and the class four as the control class,and gets the students’ grades of pretest and posttest about reading comprehension and the critical thinking of two classes respectively in order to analyze the changes.After the experiment,the author makes an interview to know whether students in empirical class are satisfied with critical reading.The result shows that critical reading teaching can improve students’ ability of reading comprehension and their critical thinking better than traditional reading teaching.Students hold a satisfied attitude towards critical reading teaching.Thus,it is of great significance to carry out the English critical reading teaching in senior high school.With the improvement of students’ critical reading ability,their critical thinking ability has also been developed,which enables students to achieve the combination of learning and thinking,and promotes students’ deep understanding and analysis of reading texts.Although there are limitations in this experiment,it can provide reference for the English critical reading teaching in senior high school to some extent.