A Study On The Correlation Between Classroom Environment Perception,Critical Thinking Skills And English Writing Scores Of The Grade-2 Senior High School Students

Classroom is an important place for English writing teaching.Teachers and students’ perception of the classroom environment affects the teaching effect.Combined with the requirements of General Senior High School Curriculum standards(2017),it can be found that in recent years,high school English writing pays more and more attention to the speculative and logical nature of the writing,which also has higher requirements for students to use the critical skills.The critical thinking skill is a comprehensive ability integrating interpretation,analysis,evaluation,inference and explanation,which is a quality that contemporary senior high school students should have.Therefore,the author will explore the current situation of high school students’ English classroom environment perception and critical thinking skills,and explore the relationship between the two factors and English writing scores,so as to provide effective suggestions for front-line English writing teaching more specifically.This study is based on the theory of constructivism and MOOS social environment theory,and adopts literature analysis,questionnaire survey and structural equation model analysis.This paper also studies the relationship among classroom environment perception,critical thinking skills and English writing scores of 312 senior high school students in Zhangzhou.Exploring the following questions:(1)What is the overall situation of senior high school students’ English classroom environment perception and critical thinking skills?(2)Are senior high school students’ classroom environment perception,critical thinking skills and English writing scores related? If so,what is the correlation?(3)Do high school students’ critical thinking skills play a mediating role in the relationship between classroom environment perception and English writing scores?The results show that :(1)The overall English classroom environment perception of senior high school students is at a high level(M=4.3039),showing a positive phenomenon of English classroom environment perception.The sub-dimension ranking is teacher support > class order > student affinity >cooperation > task orientation.Their critical thinking skills are weak(M=18.4633),and the five sub-dimensions are sorted as explanation > Analysis > explanation >inference > evaluation.(2)There are pairwise correlations among the perception of English classroom environment,English writing scores and critical thinking skills.There is a positive correlation between classroom environment perception and critical thinking skills(r = 0.289).To a certain extent,the better the students’ critical thinking skills,the higher their perception of English classroom environment.There is a positive correlation between classroom environment perception and English writing scores(r = 0.316).The better the students’ classroom environment perception,the higher their English writing scores;There is a positive correlation between critical thinking skills and English writing scores(r = 0.454).The better the students’ critical thinking skills,the higher their English writing scores.(3)On the basis of the clear correlation among the perception of English classroom environment,English writing scores and critical thinking skills,the final total effect of mediating effect is 1.79,and the 95% confidence interval is [1.074,2.249],excluding 0,which indicates that critical thinking skills play a partial mediating role in the relationship between classroom environment perception and English writing performance.Based on the above research,this study puts forward some suggestions on English writing teaching for senior high school,hoping to provide some reference value for future research.