A Study On Cultivating Senior High School Students’ Thinking Quality In English Reading Teaching

One of the main channels of cultivating students’ thinking quality is English reading teaching in senior high school.With the new curriculum reform advancing,more and more front-line teachers begin to study the relationship between high school English reading teaching and students’ thinking quality cultivation.But in reality,many teachers still apply the previous mode in reading teaching,such as focusing on the illustration of language points and the translation of the passage and so on.Therefore,the activities which are intended to activate students to think and push the students’ thinking quality up to a certain degree are still not enough.Considering that,it is of great value to train high school students’ thinking quality in English reading teaching.This research is conducted on the basis of the Bloom’s Taxonomy of Educational Objectives as well as the new curriculum standard,which also refers to previous studies.From September 2020 to June 2021,the author took all together 60 students in two parallel classes of senior two as subjects for two semesters.The following two problems have been attached much more importance in this research.First,how to cultivate students’ thinking quality in logical,critical and innovative aspects in English reading teaching ? Second,after a period of training,is the improvement of thinking quality of students with different foundations the same? Meanwhile,in this essay,the author introduces some reading activities which are aimed at improving students’ thinking quality.Also the author puts forward some constructive suggestions and presents three teaching plans on how to design and improve students’ thinking quality by three steps in English reading teaching.In the first step,the content of the teaching material,students’ learning situation and teaching objectives should be comprehensively analyzed.While in the second step,it could rely on the question chain to promote the development of the context,the mind map to clear the logical relationship,and students’ interpreting the discourse deeply from multiple perspectives.In the last step,some post-reading activities and students’ homework can be designed.From the obtained data,the following conclusions can be drawn.First,the development of students’ thinking quality in logical,critical and innovative aspects is not balanced.After a certain period of training,the quality of students’ thinking can be improved,especially the logical thinking,while the latter two also have been improved,but not so obviously.Second,within a certain time,the promotion of students of high level is the fastest,which is followed by the students of average level,while students of low level shows little improvement.Third,the improvement of students’ thinking quality can in turn enhance students’ reading ability.At last,the author hopes the conclusions drawn from the research could provide some references for the teachers’ reading teaching.