A Study Of Reading Activities In Senior High School English Reading High-quality Classes Based On Critical Thinking Development

Critical thinking ability is the key to cultivate talents with perfect knowledge structure,strong logical thinking ability and keen forecasting ability.The important carrier of the cultivation of students’ critical thinking ability is high school English reading activities.Students develop critical thinking ability in the process of reading,and improve the effect of language learning through the development of critical thinking ability.Therefore,it is worth exploring whether senior high school English reading teaching activities are directed to the cultivation of critical thinking ability.This study chooses 24 course videos of the High-quality Classes in the Eleventh National High School English Teaching Demonstration Forum as the research object.After collecting data through classroom observation and transcription,this study conducts coding analysis on the data on the basis of Analytical Framework of Critical Thinking Ability(Chen Zehang,Zou Min&Su Xiaoli,2020).Firstly,to investigate the current status of classroom teaching activities of high-quality reading classes in high school,the researcher takes the type,quantity,duration and content of the teaching activities of high-quality reading classes as observation points.Then,based on the Analytical Framework of Critical Thinking Ability,the researcher makes a detailed analysis of whether the reading activities of high-quality classes point to the cultivation of critical thinking ability or not and what characteristics they have.Finally,according to existing problems,the researcher explores corresponding improvement approaches to promote the development of students’ critical thinking ability.It is found that the quantity and duration of analysis activities in high school English reading high-quality classes are the largest and longest,followed by reasoning activities,and finally evaluation activities.Classroom reading activities mainly focus on cultivating students’ ability to analyze phenomena,characters or behaviors in texts;the second is the ability to identify and clarify the central point,the main idea;the third is the ability to reasonably infer and predict the development of text content.Based on the above research findings,the researchers put forward corresponding suggestions: 1.Reduce the activities oriented to analysis ability,and increase the activities oriented to reasoning ability and evaluation ability.2.Optimize the schedule of activities that focus on critical thinking.3.Teachers should improve their understanding of critical thinking ability.