The Effect Of English Continuation Task On The Critical Thinking Ability Of Senior High School Students

Writing is an important part of English acquisition and is one of the four basic skills of English acquisition.However,there are a variety of problems in writing in senior high school English teaching.High school English teaching should firmly grasp the characteristics of writing and make it clear that writing is not limited to the expression and embodiment of productive ability and language ability,but also contains the output and development of thinking.In 2017,the Ministry of education came up with the concept of English core literacy in its English curriculum standard for senior high schools(2017 Edition),which refers to the integration of language ability,thinking quality,cultural awareness,and learning ability.Among them,thinking quality includes innovative thinking,critical thinking and logical thinking.Critical thinking specifically refers to whether self-consciousness can be used in the thinking process,and the ability of independent criticism and analysis(Wang Qiang,2019).However,it is an indisputable fact that Chinese students’ critical thinking ability is weak(Wang Kuanming,2016),high school English teaching should pay more attention to the cultivation of students’ critical thinking ability.The English Continuation Task is an effective method which is came up with by scholar Wang Chuming(2012)to improve the efficiency of foreign language learning.Its content is to combine reading comprehension with writing practice,that is to provide students with an incomplete reading material,and require students to reasonably complete the reading material on the basis of understanding the reading material.The English Continuation Task has changed the situation that critical thinking researches only focus on one aspect of listening,speaking,reading and writing.Guided by the English core literacy,students can not only obtain,analyze and evaluate the reading texts,but also produce their own ideas,expression purposes and emotional attitudes.It can improve students’ ability to learn and use English,and not only promote students’ critical thinking ability,but also the development of English core literacy including thinking quality.According to this,the research adopts the mixed research method,based on the input hypothesis,output hypothesis and alignment theory,to study the influence of the English Continuation Task on senior high school students’ critical thinking ability.This research takes students in a Harbin high school as the research objects,the quantitative research adopts the questionnaire survey method,and the qualitative research adopts the interview method,to practice a 16-week teaching experiment.The study also provides supplementary materials for the quantitative research results through interview.The author mainly answers the following three questions:(1)How is the critical thinking ability of senior high school students at present?(2)Can the English Continuation Task effectively improve the critical thinking ability of senior high school students?(3)Are the sub tendencies of critical thinking tendency and the sub skills of critical thinking skills improved? What is the degree of improvement?Based on the analysis of CTDI-CV,UF/QCTS and interview results,the author draws the following conclusions:At present,senior high school students’ critical thinking ability is indeed poor,and there is a phenomenon of "absence of critical thinking".In classroom teaching,it is usually difficult to deeply understand discourse materials,and critical thinking is too scarce to be applied,while the English Continuation Task has an effect on senior high school students’ critical thinking ability.After experiment,it can effectively improve the critical thinking ability of senior high school students,and each sub tendency of critical thinking tendency and each sub skill of critical thinking skills have improved.As a novel and effective method to promote learning,it also provides a new idea for the cultivation of senior high school students’ critical thinking ability.Teachers can start from the aspects of text selection,teaching process and evaluation system to effectively carry out the teaching of the English Continuation Task in class,so as to develop students’ thinking quality based on critical thinking and implement the core literacy classroom practice.However,due to the limited experimental time and the limitations of the experimental objects,despite the reasonable research design and scientific data processing,there are still some limitations in this study.The author points out the limitations of the study and comes up with some suggestions,hoping to have certain reference value for the follow-up research to some extent.