An Empirical Study Of Critical Reading Teaching In High-school English Reading Classes Based On Bloom’s Taxonomy Of Educational Objectives

For a long time,great importance has been attached to the teaching in English reading in high school.Although the curriculum reform has been going on for many years,many teachers can consciously employ some reading strategies in reading classes to help and develop students’ ability to acquire and process information in the reading process,and enrich their reading experience.However,it is not easy to change beliefs in one night.At present,there are still a large number of English teachers who follow traditional word processing techniques to process text.In addition,in the era of information explosion,though the ability to select information effectively is badly needed in reading,critical reading ability of students has been ignored for a long time.The traditional teaching method which is drumming and boring has gradually eroded the students’ interests in reading and discouraged them to do more English reading.Fortunately,in recent years,critical reading ability has attracted more and more attention,hence scholars have done a lot of more researches on critical reading ability to enlighten the English teachers in high schools in cultivating reading ability of their students.This study based on constructivism,Bloom’s taxonomy of educational objectives and critical discourse analysis as theoretical basses.After sorting out a large number of analyses of previous studies,a questionnaire was conducted on the critical reading ability and the awareness of using critical reading strategies,thus the teaching experiment is built through conducting a teaching design under the guidance of Bloom’s taxonomy of educational objectives,training students in critical reading which involves selecting two parallel classes without obvious difference,which are taught by the same teacher in the first grade.Pre-test and post-test are also needed respectively.This study discovers that 1)English critical reading teaching can improve students’ English reading interest;2)English critical reading teaching can enhance students’ critical reading ability;3)English critical reading teaching can improve students’ frequency of the use of English critical reading strategies.To sum up,it is positive to employ critical reading teaching method in conducting reading tasks for first-grade high school students.First of all,relevant knowledge should be provided to arouse students’ curiosity.With the help of introducing some topics which is relevant with the texts,students’ horizon can be broadened and their interests in English reading will be improved as well;secondly,proper questions should be design to actively intrigue the thinking ability of the students;thirdly,more attention should be paid to the introduction critical reading strategies in teaching,which is useful for developing students’ good English reading habits and improving the frequency of the use of critical reading strategies.