| Reading is an important way to obtain information and understand the world.English reading can not only help students obtain information,but also help students learn the language,improve reading ability and promote students’ all-round development.Through internship observation,the author found that the current English teaching in junior high school pays more attention to the learning of words,phrases and grammar.And in the process of text content explanation,most of the classes are still dominated by teachers,and students follow teachers’ steps to learn knowledge,which leads to students not really participating in the classroom,and to a certain extent neglect the ability of students to cultivate.This study is mainly based on deep teaching theory,deep learning theory and cognitive development theory to investigate the cultivation of thinking quality through English deep reading in junior high school.Based on the teaching practice,this paper puts forward three research questions:(1)What is the development level of junior high school students’ thinking quality?(2)What is the current situation of English deep reading teaching in junior high school?(3)What are the factors that influence the cultivation of students’ thinking quality through English deep reading in junior high school?The author conducted a research study on 450 junior high school students and three teachers in a junior high school through interview,questionnaire and classroom observation methods,and analyzed and collated the survey data through SPSS.First of all,the author analyzed statistically the scores of different types of questions and the total scores of students through the questionnaire,the author found that students’ thinking quality is mostly at the low to medium level,and students’ thinking quality needs to be cultivated and improved.Secondly,through analyzing and organizing classroom observations and interview transcripts,the author found that the following problems exist in current teaching: teaching mostly stays at the level of teaching symbolic knowledge;lack of depth in interpreting the meaning of the text;insufficient attention to reading strategies;neglecting the teaching of discourse,and the development of thinking quality is somewhat restricted.In addition,based on the above thinking quality development level and the current situation of English deep reading,the author explores the following factors that influence the cultivation of students’ thinking quality through English deep reading:the traditional view of knowledge is not conducive to the cultivation of students’ thinking quality;the teaching view limits the depth of students’ thinking;the lack of teacher’professional quality affects the cultivation and promotion of students’ thinking quality.Under the influence of the traditional view of knowledge,the transmission of static knowledge becomes the main goal of teaching;the teaches’ view of “knowledge inculcation” limits the depth of students’ thinking;some factors,such as small amount of extracurricular reading and lack of reflection,restrict the improvement of teachers’ professional quality,which affects the cultivation of students’ thinking quality.On the basis of the above findings,the author proposes teaching suggestions based on classroom teaching to cultivate students’ thinking quality through deep reading: change the concept of teaching to promote the diversity of reading teaching;change the concept of knowledge to improve teachers’ professional quality;strengthen the awareness of thinking quality cultivation and devote to creating a positive and active English reading classroom. |
