| Textbooks are regarded as important in students’ learning and teachers’ teaching.As a significant carrier of the New Curriculum Standard for Senior English(CSSE)published in 2017,senior high school English textbooks are expected to implement training goals for students’ thinking development.Therefore,it is of great practical significance to analyze the thinking functions of activity designing in teaching materials.The concept of “culture of thinking” derives from the socio-cultural approach studies.It emphasizes the establishment of classroom surroundings that facilitate the thinking process,with combined drive to stimulate both collective thinking and individual thinking.The researches on the thinking function of textbooks have mainly focused on the analysis of the specific thinking abilities embodied in the textbooks.It is a relatively new topic to analyze the activity designing in teaching materials with the culture of thinking.In the light of this and on the basis of the Language Activities Classification Theory and the Theory of Bloom’s Taxonomy of Educational Objectives,this study adopts the research method combining internal evaluation and external evaluation.Through qualitative research conducted to analyze all the activities designed in the Senior High English Textbook Module 5(Yilin Edition 2019)and on the basis of a classroom observation case,this study aims to answer the following three questions:1)What activity types and cognitive levels are included in the Senior High English Textbook Module 5(Yilin Edition 2019)?2)In which dimensions do the activities designed in the Module 5 contribute to a culture of thinking?3)How does a teacher promote a classroom culture of thinking when using the Module 5?The data collected by the descriptive qualitative research is used for further analysis.The results suggest that the Module 5 contains seven types of activities,mainly reflecting the cognitive level of comprehending;the activities are in line with the requirements of creating a classroom culture of thinking,especially in the dimension of language of thinking and strategic spirit.In the actual classroom,the teacher may flexibly use or even design activities to realize the creation of a classroom thinking culture.Therefore,this study analyzes textbooks in the light of the culture of thinking,presenting the theoretical significance of enriching textbook analysis and the practical value of applying this theory to help create thinking classrooms in English teaching.Teachers should consciously guide students to pay attention to the language of thinking and learning strategies in the textbooks,and create a creative thinking classroom culture by making use of comprehension and strategy activities. |
