Research On The Current Situation Of Cultivating Students’ Thinking Quality In English Reading Teaching In Senior High School

The English Curriculum Standards for Senior High School(2017 version,revised in 2020)points out that the cultivation of thinking quality mainly refers to the development of students’ ability to think logically,critically,and innovatively.With the implementation of the new college entrance examination,new textbooks and new courses,the new textbooks and new courses become more and more important in improving students’ thinking quality.Moreover,in the context of the new college entrance examination,the cultivation of students’ thinking quality is bound to be affected by the lack of English teachers’ consciousness of interpreting textbook deeply and guiding students think critically.Therefore,this research intends to analyze the characteristics of thinking quality embodied in the PEP Senior High School English Textbooks(2019),to investigate the situation of teachers cultivating students’ thinking quality in classroom by combining the requirement contents of thinking quality in textbooks,as well as put forward feasible suggestions for teachers to develop students’ thinking quality in teaching.Based on Constructivism Theory and Bloom’s Taxonomy of Educational Objectives,this research applies text analysis method to analyze the content of Reading and Thinking sections in the textbooks.Then,through classroom observation method,it tries to explore the situation in which teachers cultivate students’ thinking quality in reading teaching,and tries to answer the following two research questions:(1)In the Reading and Thinking section of the textbooks(2019 Edition,PEP),which level of thinking quality does the reading activity design points to?(2)What are the situations of teachers’ implementing the requirements for training students’ thinking quality embodied in textbooks in reading teaching?The research findings of this paper are as follows:(1)Both text types and reading activities in compulsory and optional compulsory textbooks are organized under students’ cognitive rules,and reflect the cultivation of thinking quality;(2)The activity design of compulsory and optional compulsory textbooks focuses on the cultivation of logical thinking ability,followed by innovative thinking ability,and finally critical thinking ability,which is comprehensive;(3)In logical thinking ability cultivation,compulsory textbooks tend to cultivate observational,analytical and inferential abilities,while optional compulsory textbooks tend to cultivate analytical,inductive and constructive abilities;(4)Teachers’ teaching generally reflects the requirements of textbooks on the cultivation of students’ thinking quality;(5)Most teachers focus on the cultivation of students’ logical and innovative thinking abilities in reading teaching and pay less attention to the cultivation of critical thinking ability.Based on the research findings,this study puts forward the following suggestions: Firstly,textbook writers should balance different levels of logical thinking ability cultivation when designing reading activities;Secondly,teachers should make in-depth interpretation of textbooks and the activities in developing critical thinking ability,so as to make full use of textbooks to cultivate students’ critical thinking ability;Thirdly,teachers can appropriately add argumentative text reading materials related to text topics in reading teaching.