Action Research On The Cultivation Of Thinking Quality In Junior High School English Graded Reading Teaching

With the deepening of the curriculum reform of elementary education,the cultivation of core literacy of discipline has become the main direction of teaching research and practice in elementary and middle schools.Thinking quality is one of the core qualities of English discipline,so the cultivation of thinking quality is very important.According to the English Curriculum Standards for Compulsory Education(2022 Edition),“Teachers should actively develop and use a variety of rich teaching resources.Teachers should break through the restrictions of textbooks to explore resources beyond textbooks,and choose authentic,integral and diverse English materials with correct educational orientation.”Based on Bloom’s Taxonomy of Cognitive Objectives and A Theory of Intelligence Focused on the Thinking Structure,this research combines graded English reading teaching with the cultivation of thinking quality of junior high school students.The subjects are students in Class 9 and Class 10,Grade 8 from a junior middle school in Binzhou.The questions of this research are “How to cultivate students’ thinking quality through English graded reading teaching?”,“What is the impact of English graded reading teaching on the thinking quality of junior high school students?” and “What problems will occur in the process of cultivating the thinking quality?”.At the same time,data are collected by questionnaires,interviews and other methods for statistical analysis.In the process of the first round of action research,the researcher cultivated the logical thinking quality of students through teaching activities such as “continuous reading” “reading circle” and “mind mapping”.In the second round of action research,the researcher cultivated the critical thinking quality of students through “class debates”,and the creative thinking quality of students through “read and write” and “role play”.Based on the analysis of the pre-and post-test data of the Measurement of Thinking Quality Ability,as well as the analysis of the interview results in the process of action research,the following conclusion is drawn: The teaching methods used in this research are effective in cultivating the thinking quality of junior high school students.Compared with the control group,the thinking quality of the action research class has been significantly improved in each dimension.The improvement range from the largest to the smallest is logical thinking quality greater than innovative thinking quality greater than critical thinking quality.This research still has some limitation,such as the small sample,the limited research time and so on,hence the degree of universality is not high.Furthermore,the comparison of the improvement degree of each dimension of thinking quality needs to be further studied.