The Cultivation Of Students’ Critical Thinking Ability In Senior High School English Writing Teaching With The Process Genre Approach

In recent years,the cultivation of critical thinking skills has aroused heated discussions in the education field.The General High School English Curriculum Standards(2017 Edition)clearly pointed out that critical thinking ability is one of the necessary abilities for high school students,and it is also one of the important thinking qualities for students to obtain life-long learning ability.Writing is considered to be able to truly reflect the thinking process of students,and it is particularly important to cultivate students’ critical thinking ability in writing teaching.Thus,some researchers try to integrate critical thinking ability into English teaching,and conduct experiments in combination with English writing teaching.At present,most of these empirical studies focus on the theoretical level,and neglect the practical level.It is imperative to explore the effective classroom operation methods of critical thinking about English teaching.In view of this,some researchers try to integrate thinking ability into English classroom teaching,and conduct experiments in combination with English writing teaching.At present,most of these empirical studies concentrate on the theoretical level,ignoring the practical level.Thus,the most important thing is to explore effective classroom operation methods for critical English teaching.Based on the study of process genre teaching method,this paper proposes a method of cultivating the critical thinking ability in high school English writing.This research explores the following three questions: What is the overall status of senior high school students’ critical thinking ability? Does the process genre teaching method improve students’ critical thinking ability? If so,which aspects have the most significant improvement? What is the writing teaching model oriented towards cultivating students’ critical thinking ability?In order to understand the current situation of students’ critical thinking abilities in senior high school and verify whether the writing teaching model based on the process genre teaching method can improve the critical thinking skills of students in senior high school,the author takes 102 students in a senior high school in Chongqing as the experimental object,collects data through tests,questionnaires,interviews and other means,and makes a statistical analysis of the current situation of critical thinking ability of students and the cultivation of critical thinking skills of students in process genre writing teaching.The following findings are drawn:1.The critical thinking ability of high school students in writing is generally low,and the two dimensions of accuracy and depth of writing content need to be improved.2.The writing teaching mode based on the process genre teaching method can improve students’ critical thinking skills,especially the accuracy,depth and relevance of writing content.3.Interview data show that both teachers and students affirm the positive impact of critical thinking skills on writing teaching,but external pressure and lack of relevant training courses are the main factors hindering the development of students’ critical thinking skills in writing.The above conclusions show that the writing teaching model based on the process genre teaching method can improve the students’ critical thinking skills,and it has a positive impact on the students’ writing level.This research provides some enlightenment and reference for the development of critical thinking ability in high school English writing teaching,and also provides a certain reference value for subsequent researchers.