A Survey Of The Middle School English Teachers’ Critical Thinking From The Perspective Of Eco-linguistics

Critical thinking refers to the ability of one’s thinking and discrimination.It is not only a mode of thinking,but also a mode of understanding and recognizing the inherent standards and values of educational thinking.In order to cultivate the critical thinking of middle school students,teachers should first have strong thinking ability.However,from the perspective of the development of middle school teachers and the cultivation of students,both middle school teachers and middle school students suffer from "speculative absence".Ecological linguistics is an interdisciplinary subject combining ecology and linguistics.From the perspective of Eco-linguistics,English Teaching in middle school can be regarded as a micro ecosystem.The absence of teachers’ critical thinking will bring imbalance to the whole micro ecosystem.This paper mainly selects 18 middle school English teachers in 6 main urban areas of N city as the research object,tests and analyzes their current critical thinking through the method of questionnaire and interview,this paper finds out the current situation and influencing factors of middle school English teachers’ critical thinking,and puts forward countermeasures and suggestions from the perspective of optimizing classroom teaching ecosystem.The questions in this study can be divided into three parts: First,what is the level of critical thinking of middle school English teachers? Second,how do different factors affect teachers’ critical thinking ? Third,what is the impact of the critical thinking of middle school English teachers on the whole middle school English teaching ecology?The findings of this study are as follows: 1.At present,the critical thinking of middle school English teachers in China is generally low,their critical thinking is weak,and they lack the cultivation of students’ critical thinking ability.2.The factors that affect teachers’ critical thinking are a whole process influence,including teachers’ age,education background,professional title,teaching age from the perspective of teachers themselves;from the perspective of schools,including daily teaching pressure,vocational training,etc.3.From the perspective of Ecolinguistics,this situation violates the characteristics of Eco-linguistics as a whole,dynamic and positional one.It will have an impact on both teachers’ own development and students’ teaching,resulting in the imbalance of middle school English classroom teaching ecosystem.This study provides a new way to study teachers’ professional competence from the perspective of Eco-linguistics.