本文是一篇英语论文，本论文以广东省湛江市某高中高二（10）班的52名学生为研究对象，进行为期一学期的行动研究。
Chapter One Introduction
1.1 Research Background
As a key stage for students to learn English knowledge and skills and improvetheir English learning and application ability,high school plays a crucial role in layinga foundation for students'lifelong English learning,cultivating a broad internationalvision and improving their intercultural communication ability.Among the fivelanguage activities of"listening,speaking,reading,writing and viewing"in Englishteaching,reading is the main way of language input and one of the most common andimportant classes in high school.Reading teaching is not only an important part ofEnglish teaching in senior high schools,but also an important way to developstudents'language ability,thinking quality,cultural awareness,learning ability andother core qualities of English subjects.In view of the significance of reading,theteaching and learning of English reading class in senior high school has always beenwidely concerned by English teaching experts,teaching and research staff andfront-line teachers.However,due to the influence of exam-oriented education and thelimitation of teachers'own ability,there are still some problems in English readingteaching in senior high school.
Some teachers pay too much attention to the imparting of language knowledgeand the training of language skills,and weaken the information function and thinkingfunction of reading teaching.There are also some teachers who have a singledimension of teaching objectives and lack the penetration of thinking trainingobjectives when designing teaching plans.Reading teaching is limited to theprocessing of text general idea and language knowledge points,ignoring thinkingtraining.Teachers usually set some reading comprehension questions based on the reading texts in class,so as to simply investigate students'understanding of thegeneral idea,details and other basic information of the text.Then,they lead studentsto translate the whole text and emphasize the specific usage of lexical blocks.
1.2 Objective of the Research
English reading teaching is one of the important ways to cultivate the thinkingquality of senior high school students.Lin Chongde(2005)pointed out that thecultivation of thinking quality is the key to intellectual development.ZhangLianzhong(2015)proposed that reform-minded teaching should cultivate students'language application ability and thinking ability.Sun Jun(2015)stated that the degree of students'thinking development determines how much they can achieve in languagelearning and how far they can go in future learning.Inappropriate and inefficientteaching design of reading is based on a single discourse rather than the whole moduleor unit,and emphasizes words and expressions rather than the discourse itself,whichis not conducive to the cultivation of high school students'thinking quality.On theone hand,high school English teachers still insist on this popular but inappropriateteaching method of English reading,without considering students'learning needs andthe real value of English courses.On the other hand,Chinese students learningEnglish began in the third grade,due to the influence of the exam-oriented education,the learning of English reading is floating on the surface of just know the main ideasof the text,which are unfavorable to the cultivation of thinking ability and training.The high school English reading teaching confined to grasp of the English languageknowledge or grammar rules.With the deepening of curriculum reform in China,theteaching mode and method of English reading in senior high school should keep pacewith The Times.The English curriculum standards for senior high schools(2017Edition)has injected fresh blood into English teaching practice and challengedtraditional English teaching methods in senior high schools.The new curriculumstandards provide some suggestions for English teachers in senior high school.One ofthe suggestions is that high school English teachers are supposed to pay moreattention to the thematic meaning of each module or unit,and design teachingobjectives from two perspectives:the content of the whole module or unit and thecore English ability.
Chapter Two Literature Review
2.1 Relevant Concepts
2.1.1 Thematic meaning
Many scholars further define the thematic meaning on the basis of theme.
Wang Qiang(2021)argued that thematic meaning is the meaning conveyedbehind the theme.Chen Xinzhong(2018)believed that thematic meaning refers to thecore idea or deep connotation presented by the thematic content,which was oftenassociated with the feelings,attitudes and values that the author wanted to express.Zhang Jinxiu(2019)thought that thematic meaning is inseparable from text content,language features and social environment.According to constructivism,thematicmeaning is constructed in the interaction between individual and text,individual andothers,and individual and self.Zhang Linlin(2019)emphasized that the ideologicaland cultural connotations,emotions,attitudes and values conveyed by a particularthematic context are the thematic meanings contained in the context.
This study holds that thematic meaning refers to the deep meaning of the contentof a text,and is the content of a text.Thematic meaning is closely related to thecontent and structural features of the text,which requires students to infer and refinethe text on the basis of reading and understanding.
2.2 Studies on Thinking Quality and its Cultivation Abroad and atHome
Thinking quality is not a new concept in academia.In recent decades,manyresearchers and scholars at home and abroad have done a lot of research on thinkingquality from different perspectives.Although their perspectives and results onthinking quality differed,those studies had shed light on subsequent research.In thispart,previous research on thinking quality and its cultivation will be illustrated andpreviewed to show the historical development of this subject.
2.2.1 Studies on thinking quality and its cultivation abroad
As a representative of human ability and level,thinking quality has beensystematically studied as early as the 1950s in the former Soviet Union.Guillford(1950)first put forward the concept of thinking quality and studied it from the aspectsof flexibility and creativity.After that,he focused on the cultivation of thinking quality,especially creative thinking.Smirnov(1957:125-130)mentioned that peopls’thinkingquality is different,which is verified from the breadth and depth,independence andflexibility,sequence and agility of the tinking quality respectively.In terms of thecultivation of thinking quality,Zankov(1980:198)proposed the dialecticalrelationship between thinking and teaching for the first time.He proved throughexperiments that the cultivation of depth,flexibility and creativity of thinking is alsoconducive to improving the quality of teaching.Stemberg(1985:312)put forwardthree dimensional intelligence theory,namely,the sub-theory of intelligencecomponents,the sub-theory of intelligence situation and the sub-theory of intelligenceexperience,which has triggered a large number of academic studies on the quality ofthinking.
Chapter Three Theoretical Framework ........................... 23
3.1 Bloom's Taxonomy of Educational Goals .............................. 23
3.2 Intelligence Focused on the Thinking Structure .............................. 26
3.3 Summary ....................................... 28
Chapter Four Research Design ...................................... 30
4.1 Research Questions .......................................... 30
4.2 Participants ...................................... 30
4.3 Instruments .............................................. 31
Chapter Five Action Implementation of Senior High School Students' Thinking Quality Cultivation ........................... 36
5.1 Problem Identification ...................................... 36
5.2 Making an Action Research Plan ................................. 42
5.3 First Round of Action Research ................................. 42
Chapter Six Results and Discussion
6.1 Data Analysis of Two Rounds of Action Research
In the two rounds of action studies,the researcher adopted qualitative andquantitative research methods.It not only conducted a questionnaire survey onstudents'thinking quality,randomly selected teachers and students for interviews,butalso tested students'reading scores after the study.This section will analyze anddiscuss these research data.
6.1.1 Data analysis of reading test in action research
In order to further explore the influence of English reading teaching withthematic meaning as the core on the thinking quality of high school students andobtain some quantifiable data,the researcher provided two reading tests focusing onthe thinking quality of students before the first round of action research and after thesecond round of action research.The score information related to the two tests isshown as follows.
Chapter Seven Conclusio
7.1 Major Findings
Based on Bloom's classification of educational objectives and intelligence theoryfocusing on the structure of thinking,this study explores how to cultivate the qualityof thinking in the theme-based English reading teaching in high school.This studyadopted the method of action research.The researchers conducted two rounds ofaction research on the experimental class.This study includes the teaching activities,the main problems in the implementation process and the teaching effects of thecultivation of thinking quality in high school English reading teaching.Here are thekey findings.
First of all,the following reading teaching strategies can be implemented in highschool English reading classes from the three dimensions of cultivating students'thinking quality,namely logic,criticism and creativity.In order to cultivate students'logical thinking quality,teaching activities such as text structure sorting,general ideasummary and title meaning analysis can be adopted.In view of students'criticalthinking quality,teachers can predict the content of discourse,guess the semanticmeaning of lexical blocks,and judge the author's attitude and viewpoint.Teachingactivities such as critical innovation,brainstorming and role playing can be adopted toaim at the innovation of thinking quality.
Secondly,reading teaching strategies integrated into high school English readingteaching can cultivate and improve students'thinking quality and reading performance.First of all,it can be seen from the data analysis that the overall average score ofstudents before and after reading has been improved to some extent.Throughinterviews with students,it can be found that students are more interested andenthusiastic in learning English and more active in learning.
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