A Study On The Effect Of English Reading Teaching Based On Thinking Quality In Junior High School

With the development of knowledge economy and information technology,thinking quality has become an important feature of future talents in the international community.English Curriculum Criteria for Regular High School(2017)listed thinking quality as one of the specific goals of high school English courses,and the improvement of thinking quality has become a hot issue in the field of domestic education.However,the academic world has not paid enough attention to the improvement of students’ thinking quality in English reading teaching in junior high school,and empirical studies of improving junior high school students’ thinking quality are relatively scarce.In light of the interdependent relationship between language and thinking,it is imperative to carry out studies of English reading teaching based on thinking quality in junior high school.Based on intelligence theory focusing on thinking structure and Bloom’s taxonomy of educational objectives,this thesis explores the effect of English reading teaching based on thinking quality in junior high school.It is devoted to answering the following three questions through the empirical research on the experimental class and the control class:(1)What are the characteristics of junior high school students’ thinking quality?(2)What are the effects of English reading teaching based on thinking quality on students’ thinking quality?(3)What are the effects of English reading teaching based on thinking quality on students’ reading performance?This thesis has conducted a teaching experiment in two parallel classes in S Middle School of Suzhou New District for three months.90 students in the two classes were selected as the research subjects.The teaching experiment is carried out under the condition of normal teaching.The reading teaching methods based on thinking quality are applied in the experimental class.The traditional reading teaching mode is adopted in the control class.Questionnaire survey is adopted to explore the characteristics of junior high school students’ thinking quality.Interview and questionnaire survey are used to investigate the effect of reading teaching on students’ thinking quality.Reading tests are used to examine the effect of reading teaching on students’ reading performance.SPSS26.0and Microsoft Excel are implemented to analyze the data.As a result,there are following findings.(1)The questionnaire data shows that the development of junior high school students’ thinking quality is unbalanced and the overall level is low.(2)From the results of the interview and questionnaire,it can be seen that the level of students’ thinking quality in the experimental class is higher than that in the control class,indicating that the reading teaching methods based on thinking quality is conducive to enhancing students’ thinking quality.(3)According to the reading scores in the post-test,the average scores of the experimental class is significantly higher than that of the control class,and their differences are significant(P<0.05).The above findings prove that reading teaching based on thinking quality can promote students’ reading proficiency.Based on the above findings,the author puts forward some teaching suggestions to improve students’ thinking quality in English reading teaching.In reading teaching based on thinking quality teachers should pay attention to the law of students’ cognitive development and the role of non-cognitive factors,and design teaching activities reasonably to improve students’ thinking quality.