Study On The Cultivation Of Higher-order Thinking To English Reading Teaching In Senior High School Under The Question-centered Teaching Mode

As an important part of the thinking quality,higher-order thinking has attracted more and more attention from the field of education and the national level.English reading teaching is an important way to effectively develop students’ higher-order thinking,and question is an important means to stimulate and improve their thinking.However,in the practice of English reading teaching,there are still problems such as insufficient depth in question design and weak correlation between question situation and the reading theme of text.In the research process,this study integrates the question-centered teaching mode into English reading classes in senior high school,and tries to answer the following two questions under Bloom’s taxonomy of educational objectives and constructivism theory: First,what is the influence of the question-centered teaching mode on students’ reading scores? Second,what is the influence of the question-centered teaching mode on cultivating students’ higher-order thinking in English reading teaching in senior high schools?Based on Bloom’s taxonomy of educational objectives and constructivism theory,this paper combines the question-centered teaching mode with the English reading class.the teaching process was designed by following the four stages of the question-centered teaching mode,that is activation stage;presentation stage;integration stage;application stage.In addition,students in two parallel classes in Grade two of a high school in Xinyang,Henan Province were selected as research subjects,and a 13-week comparative teaching experiment was carried out in this study.The experiment class(EC)adopts the question-centered teaching mode in the experimental process,while the control class(CC)adopts the conventional teaching method.Before and after the experiment,the present study know about the changes of students’ reading scores through reading tests,the changes of thinking level through the thinking scale,and randomly interviewed students in EC to understand whether the students’ way of thinking has changed.SPSS20.0 was used to analyze the data of thinking scale and reading tests scores to verify the teaching result.The results show that: First,the posttest average score of the EC is higher than that of the pre-test,and significantly higher than that of the CC,which indicates that the question-centered teaching mode can improve students’ reading scores in this teaching experiment.Second,The total score of the thinking scale in the post-test was generally higher than that in the pre-test,and the scores of three dimensions of higher-order thinking in the post-test were generally higher than that in the pre-test in the EC.In addition,the results of the interview also showed that the students in the EC had a change in their ways of thinking,which was manifested as the improvement of their ability to analyze and solve problems,and their awareness of creation was enhanced.All the above indicate that in this teaching experiment,the question-centered teaching mode can improve students’ critical thinking,creative thinking and problem-solving thinking.That is,it is effective in the cultivation of students’ higher-order thinking.