A Study On The Correlation Between Senior High School Students’ Critical Thinking Disposition And Strategies Of Knowledge Representation In English Writing

Critical thinking has currently become an indispensable part of our study and lives.English writing as an output language skill is a creative process of thinking and reflects students’comprehensive language ability.So far,many researches at home and abroad have focused on critical thinking disposition and English writing,but few on the correlation between critical thinking disposition and strategies of knowledge representation in English writing.Therefore,this study probes the correlation between senior high school students’critical thinking disposition and their strategies of knowledge representation in English writing,and hopes to provide some pedagogical suggestions for cultivating senior high school students’critical thinking and improving their English writing skill.Based on Facione’s two-dimensional model of critical thinking,the constructivism,the output hypothesis and strategies of knowledge representation,with research methods of questionnaires and interviews,this study discusses the following three questions:1)What is the status quo of senior high school students’critical thinking disposition?2)What are the senior high school students’strategies of knowledge representation in English writing?3)What is the correlation between the senior high school students’strategies of knowledge representation in English writing and their critical thinking disposition?4)Based on the correlation in the study,how to enrich strategies of knowledge representation from critical thinking disposition?150 out of 185 questionnaires distributed in the 16^thmiddle school of Mao Ming City have been collected.10 students have been chosen randomly for semi-structured interviews.Based on data analysis with SPSS 26.0 and interviews,we can draw the following conclusions:First,senior high school students’critical thinking disposition is rather negative.Secondly,senior high school students use overall strategies of knowledge representation occasionally,among which strategies of subjective perspective,objective statement and paraphrasing are most frequently used.Thirdly,there is a positive correlation between senior high school students’critical thinking disposition and their strategies of knowledge representation in English writing.Finally,the students’critical thinking disposition can effectively explain and predict their strategies of knowledge representation in English writing and is a contributive factor of strategies of knowledge representation.Thus,critical thinking disposition can enrich strategies of knowledge representation effectively.Therefore,teachers should give priority to students’critical thinking and help develop their critical thinking disposition in writing in order to make their English writing more logical and coherent.