Practice Of Cultivating The Thinking Quality Of High School Students In Explanation Lessons Of English Reading Comprehension Exercises

Reading comprehension has always been the main content of English reading teaching in senior high schools,from reading passages in textbooks to supplementary reading materials after class,from reading comprehension problems in exercises to reading and writing problems,the students’ reading comprehension ability is the dominant factor in the teaching and testing.Driven by the new curriculum reform in senior high schools,English teachers are constantly thinking and practicing teaching methods,strategic guidance,teaching ideas,evaluation methods and so on,it adds a lot of research results and practical results to English reading teaching.As long as there will be learning exercises,senior English reading exercises explanation class in English class occupies a certain amount of weight.Each English reading exercise passage with rich language knowledge,cultural content,logical thinking,is completed by children.However,in the daily teaching,the teaching of English reading exercises and explanations is modeled and superficially,and teachers don’t pay as much attention to the English reading exercises as they do to the English reading texts in the textbooks,ignoring the creation of the theme situation and the deep exploration of the meaning of the theme,the students are not guided to think,which leads to the lack of cultivation of students’ thinking.The students just carry on the mechanical memory and the practice.During the study,they felt exhausted and lacked interest day by day.As a result,the accuracy rate of the reading comprehension questions can’t be improved.This paper focuses on how to cultivate the practice of high school students’ thinking quality in the explanation of reading exercises.What specific teaching activities can be adopted to promote the cultivation of students’ thinking quality and its effect.How to improve instructional design for the problems exposed in actions so as to better cultivate students’ thinking quality.Based on the thinking quality,the author uses literature,analysis of statistical method and action research method,etc.,taking 37 students of a class and 5 English teachers who are teaching English of Grade 3 students in a high school as research subjects,to solve the problem on the current English reading classes and analyze the typical problems.Then,in view of these problems,this paper puts forward some instructional designs on how to cultivate the thinking quality of senior high school students in the course of explanation of English reading exercises,and implements these instructional designs in two rounds of action research,and puts forward some summaries,reflections and suggestions.In the first round of action research,the thinking activities such as strategy and reasoning were designed to cultivate students’ thinking logicality and criticality.However,the teaching method is still influenced by the teaching of reading texts in English textbooks,and it is not designed according to the law of English reading comprehension and problem solving,which makes it difficult for students to apply the methods and skills taught by teachers when they are really independent.In the second round of action research,starting from the design of thinking activities such as reflection and appreciation,students are further trained to think critically and innovatively,leading them to interpret the text deeply and give full play to its value as much as possible.Teaching design is more gradient,more targeted to let students to solve the problem independently,understand the reading text,master the problem solving strategy and get the language improvement.Finally,the author sorted out the reasonable teaching cases of English reading exercises and explanation class to provide reference for the teaching implementation of this class.