A Study Of English Teaching Strategies Based On The Cultivation Of Thinking Quality In High-level Grades In Primary School

In the stage of deepening the reform of the curriculum,the development of core literacy in English disciplines has become the overall goal of the English curriculum and an inevitable requirement of social development.Thinking quality refers to the ability and level of thinking in terms of logic,criticism and innovation,and is the mental characteristic of the core literacy of English disciplines.There is a close relationship between language and thinking.Language learning can promote the development of thinking,and thinking ability affects the effectiveness of learning.English subject education has significant advantages in improving the quality of these thinking,because the rationality,logic and criticism of English thinking are significantly higher than that of Chinese thinking.Due to the long-term influence of test-taking education,the cultivation of students’ thinking quality in primary school English teaching has always been an overlooked problem.According to Piaget’s theory of children’s cognitive development,the upper grades of primary school,that is,children aged 11-12,are in the period of alternating between the stages of concrete operation and formal operation,and are in the initial stage of the development of logical thinking and abstract thinking.Primary school English teachers pay more and more attention to the cultivation of thinking quality in teaching.but teachers are not clear about what the thinking quality goals point to in teaching,and how to implement the thinking quality goals in teaching,there are certain problems in the implementation of the teaching goals of thinking quality in primary school English teaching: such as ignoring the cultivation of thinking accuracy,including ignoring the cultivation of observation ability and language imitation ability;ignoring the cultivation of thinking profundity,obtaining information on the surface,and ignoring the implicit information of the text;Ignoring the cultivation of thinking flexibility,single teaching methods,lack of pragmatic environment,language and reality disconnection;ignoring the cultivation of open thinking,lack of democratic and harmonious atmosphere,standardized and single evaluation methods;ignoring the critical training of thinking,teachers themselves lack of critical awareness,teachers attach importance to their own authority,students are accustomed to passive acceptance;ignoring the cultivation of innovative thinking,teachers’ problem-oriented single,students’ personalized expression is not clear,teachers are not good at creating situations,guiding inspiration,and so on.It is precisely because of the above deficiencies in primary school English teaching that it is difficult to improve the quality of students’ thinking.In teaching,teachers can adopt a variety of teaching strategies to improve the quality of thinking: improve the accuracy of thinking through observation and comparison;improve the profundity of thinking through analysis and inference;improve the flexibility of thinking through induction and construction;improve the openness of thinking through association and migration;improve the criticality of thinking through dialogue and questioning;and improve the innovation of thinking through creation and collaboration.