Action Research On The Effect Of Theme-Based Instruction On Students’ Thinking Quality In English Reading Of Junior Middle School

The English Curriculum Standards for Compulsory Education(2022 Edition)clearly states that the following goals should be achieved in terms of the quality of thinking:Students can develop their thinking in language learning and promote language learning in thinking development.Students can gradually develop logical thinking,critical thinking and creative thinking in language learning.However,in regular English classes,due to the restriction of exam-oriented education,the critical thinking ability is absent in the learning objective.In view of the current situation of “speculative absence”,the academic research field has done a lot of work from different perspectives and made breakthrough progress.And theme-based instruction based on CBI teaching concept integrates critical thinking training with course content to improve students’ ability.By carrying out theme-based instruction in English reading,this study researches how theme-based instruction affects the thinking quality of junior middle school students,so as to provide teaching reference for teachers.First of all,the origin and development of the theme-based instruction were sorted out,related concepts were clarified by reading a large number of literature materials.And problems in the cultivation of thinking quality were identified by combining questionnaire survey and teacher interview.Secondly,the teaching practice is designed under the guidance of CBI teaching concept and comprehensible input and output hypothesis theory.Then,theme-based instruction was creatively applied to affect the students’ thinking quality in English reading of junior middle school,and this action research will last four month.Therefore,this study takes students and teachers in a junior middle school in Liaocheng City as the research object,and sets up control class and experimental class.In the experimental class,the author adopts the theme-based instruction in English reading course.In the control class,the author adopts the traditional reading teaching mode.In the process of the study,the method of questionnaire,observation and interview were used.The questionnaire,thinking quality scale,interview outline,class observation scale and teaching log were adopted as the research tools.It use SPSS26.0 as a statistical tool.The study aims to investigate the following two questions:(1)In English reading,how does theme-based instruction affect the three dimensions of thinking quality of junior middle school students,including logical thinking,critical thinking and creative thinking?(2)What are the effective teaching activities in the process of improving the thinking quality of junior high school students by using the theme-based instruction in reading?The research shows that theme-based instruction has a positive effect on the critical thinking of students in English reading class,but it has little effect on students’ logical thinking and creative thinking.In addition,in theme-based instruction of reading,group cooperation,daily topic discussion and other activities can effectively cultivate students’ creative thinking.Based on these conclusions,we think teachers should improve their professional knowledge and skills,and establish the consciousness of cultivating students’ thinking quality.What’s more,in teaching,we should pay attention to the difference of students’ thinking quality level and design reasonable teaching activities according to the theme.And teachers should reasonably guide students to use English thinking to develop their thinking quality.