A Study On The Application Of Post-reading Activity Model Based On Bloom’s Taxonomy Of Cognitive Objectives In Cultivating Senior High School Students’ Higher-order Thinking

National English Curriculum Standards for General High School（2017 Edition）takes the development of students’ English core competencies,namely linguistic ability,cultural awareness,thinking ability,and learning ability,as well as the implementation of enhancing morality and fostering talents as the fundamental tasks,and focuses on gradually improving students’ cross-cultural communication ability,critical thinking ability,learning ability,and innovation ability.That is,it is intended to develop learners’ higher-order thinking abilities.However,traditional English classroom education in China emphasizes knowledge transfer.In the situation of knowledge-based teaching,teachers mostly tend to in-class instruction,while students mainly rely on memorization.Although this teaching style helps students grasp some basic knowledge,it is not beneficial to the cultivation and development of students’ higher-order thinking.A post-reading activity is a link in reading teaching that focuses on examining students’ appraisal and re-creation of what they have learned.The purpose of this study is to find out the effect of implementing the post-reading activity model,which is based on Bloom’s revised taxonomy of cognitive objectives,in the senior high school English reading class on fostering students’ higher-order thinking abilities.To probe into the feasibility and effectiveness of applying the post-reading activity model which is based on Bloom’s taxonomy of cognitive objectives theory in cultivating senior high school students’ higher-order thinking,this study takes the students from two paralleled classes in Grade One at X High School in Panjin city as research participants,tests,questionnaires,and interviews as research tools,and quantitative and qualitative research as research methods.This study tries to answer the following three questions: 1)What changes have occurred to students’ analyzing ability after the post-reading activity model is used in teaching? 2)What changes have occurred to students’ evaluating ability after the post-reading activity model is used in teaching? 3)What changes have occurred to students’ creating ability after the post-reading activity model is used in teaching?The results indicate that: Firstly,students’ analyzing ability has improved after the post-reading activity model is used in teaching.Facing the problem,students break down the known information into parts,understand the internal relations,and finally achieve the purpose of solving the problem.Secondly,students’ evaluating ability has improved after the post-reading activity model is used in teaching.Students give their own opinions and provide sufficient evidence on the basis of in-depth reflection,criticism and evaluation.Thirdly,students’ creating ability has improved after the post-reading activity model is used in teaching.Students reconstruct what they have learned before,form new ideas,and then output them effectively.Therefore,the post-reading activity model,which is based on Bloom’s taxonomy of cognitive objectives,promotes students’ higher-order thinking in English reading teaching.This study provides essential references for teaching practice.