An Action Research On Senior High School English Reading Teaching Activities Aimed At Improving Students’ Thinking Quality

With the continuous development of the times,education also keeps pace with the times.Developing students’ core literacy has become an international trend in today?s educational reform and development.In order to further implement the core literacy of English subjects in the cultivation of students,our country has promulgated the The English curriculum standard for senior high schools（2017 Edition）,and clearly regarded the cultivation of thinking quality as one of the training objectives of senior high school English teaching.Although the importance of developing students’ thinking quality has been recognized by the public,the specific teaching activities to improve the thinking quality are not fully reflected in English class.Based on the theory of relationship between language and thinking and Bloom’s educational goal classification theory,this study takes 43 students in the first grade（6）class of X middle school in C city as the research object,and carries out two rounds of normalized English reading teaching.The action research on senior high school English reading teaching activities aimed at improving students? thinking quality.The study intends to answer the following three questions:（1）Based on the three aspects of thinking quality,what English reading teaching activities can be used to improve thinking quality?（2）What impact does English reading teaching aimed at improving thinking quality have on students’ thinking quality?（3）What is the impact of English reading teaching aimed at improving thinking quality on students’ English reading performance?The author follows the action research process of “problem-plan-action-reflection-rediscovery-problem-replan-reaction-rereflection”,designs English reading teaching activities that aim to improve the thinking quality in three aspects: logic,criticism and creativity,adopts the mixed-method approach combining quantitative and qualitative,and uses research tools such as questionnaires,reading papers and semi-structured interview outlines to explore the use of teaching activities.In order to improve the thinking quality,the author proposes teaching activities such as identifying discourse genres,combing text structure,and analyzing character qualities to improve logical thinking,challenging authority,predicting text development,dialogue with texts,and setting up interactive questions to enhance critical thinking,abandoning thinking stereotypes,allowing creative use of language,creating situations,and increasing diversity of activities to promote creative thinking.According to the data collection and analysis,the study found that based on the effects of the two rounds of action research,the students’ thinking quality and English reading performance were significantly improved,and the two had a certain correlation.This shows that the teaching activities used in the study that point to the improvement of thinking quality are effective.The author also proposes that teachers should improve their own thinking quality,pay attention to the differences of individual thinking quality,and follow scientific teaching methods and principles.This study aims to provide a reference for educators to improve students’ thinking quality in the teaching of English reading in senior high schools.