Research On The Cultivation Of Thinking Quality In The Practice Of Junior Middle School English Deep Reading Teachin

The teaching of English reading occupies an important position in English teaching,but currently,the teaching of English reading only focuses on language knowledge,neglecting the excavation of deep information in the text,and neglecting the cultivation of students’ thinking quality.The teaching of deep reading can transcend shallow and superficial information,excavate the textual connotation of the article,the author’s emotional attitude,and writing intention,and improve the students’ thinking quality.The "General High School English Curriculum Standards(Revised in 2020)" puts forward new requirements for English teaching,which aims to cultivate the logical,critical,and innovative thinking qualities of middle school students.The "English Curriculum Standards for Compulsory Education"(2022 Edition)proposes to improve students’ thinking quality in English learning.The purpose of this study is to explore the impact of deep reading teaching on the thinking quality of junior high school students.Guided by Piaget’s cognitive development theory and Bloom’s cognitive field education goal classification system,a total of 100 students from two parallel classes in Grade9 of a middle school in Heze City,Shandong Province,were selected as the research subjects.A comprehensive survey,experimental comparison,and interview outline were used to explore the following three research questions:(1)What is the impact of deep reading teaching on the logic thinking quality of junior high school students?(2)What is the impact of deep reading teaching on the critical thinking quality of junior high school students?(3)What is the impact of deep reading teaching on the innovative thinking quality of junior high school students?Research has found that deep reading teaching can have an impact on the logical,critical,and creative thinking qualities of junior high school students.In the teaching of deep reading,the author first trains students’ logical thinking by enabling them to become familiar with and know relevant topics,activating their existing background knowledge,and allowing them to understand and integrate the detailed information of the text;Secondly,it helps students deeply understand the connotation of the text and the author’s writing intention,allowing them to connect with their own reality and apply their knowledge in a real context,thereby training students in critical and innovative thinking.After a six-month experimental study,the teaching of deep reading has a positive impact on the logical,critical,and innovative thinking quality of junior high school students to varying degrees.Admittedly,due to other subjective and objective conditions such as time,there are still shortcomings in this study,such as the small sample size of experimental research objects;There are few interviewees,or they fail to fully reflect the changes in the three dimensions of thinking quality of junior high school students through deep reading teaching.However,in summary,this study is unsatisfactory,achieving the expected goals,making up for the lack of empirical research on thinking quality in deep reading teaching,providing inspiration for improving students’ thinking quality,and also playing a role in theoretical and empirical research in this field.