| In response to the trend of reform and development of basic education in the new era,The English Curriculum Standards for General Senior High School(2020 revised version)makes the development of the quality of students’ thinking one of the important objectives of the senior secondary English curriculum.Reading lesson is an important part of English language teaching,a unity that fully embodies the instrumental and humanistic aspects.It is also an important way to collect and process information,expand horizons and gain aesthetic experiences.Reading lesson is unique in developing the quality of students’ thinking.Therefore,exploring the current situation of developing the thinking quality of senior high school students in English reading teaching will help to cultivate and enhance the thinking quality of senior high school students in English reading teaching.This study mainly raises the following research questions:1.What is the overall status and the status of each dimension of thinking quality development in reading instruction for senior high school students?2.Are there any significant differences between students of different genders in the development of thinking quality in English reading instruction?3.Are there any significant differences between students of different levels in the development of thinking quality in English reading teaching?In this study,252 students in Grade one of S Middle School in Huaibei City are used as respondents,and six students and three teachers are interviewed.Using questionnaire,interview outline and classroom observation form as research tools are used,and the data collected are entered into SPSS 19.0 for statistical analysis through descriptive analysis,independent samples t-test and one-way ANOVA.Through the analysis of the data,this study draws the following conclusions:(1)The development of students’ thinking qualities in senior high school English reading teaching is at an overall moderate level.Students perform well in logical and critical thinking,but need further improvement in creative thinking and emotional thinking.(2)There are no significant differences in the development of thinking qualities in English reading teaching between the different genders of high school students.(3)There are significant differences in the development of thinking quality in English reading instruction between students of different levels.The differences between high and medium level,high and low level,and medium and low level senior high school students reach significant levels in terms of creative thinking and emotional thinking.This study theoretically enriches and improves the research on thinking quality in English reading teaching.In addition,suggestions for promoting students’ thinking quality in English reading teaching are proposed in conjunction with the findings of this study,in the hope that it will enable teachers to gain a deeper understanding of the current state of students’ thinking quality development,stimulate students’ thinking potential,cultivate their good thinking habits and promote students’ lifelong sustainability. |
