Abstract
<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>
Highlights
In recent years, the topmost priority of English language teaching in China has been accorded to the practice and improvement of students’ four basic English language skills, listening, speaking, reading and writing, and great progress has been made in improving students’ English proficiency
Concerning the problem, Wen and Zhou (2006) once commented that “English majors seldom assume complex and challenging thinking activities since admitted into college with their learning focus attached to memorization, imitation, recitation, rehearsal, so their thinking ability is in a state of suppression, cannot be developed and practiced to the full”
Though students-centered teaching method has been accepted by Chinese teachers, traditional teaching method has been adopted by many English teachers in China, teachers taking up much time delivering a lecture in class
Summary
The topmost priority of English language teaching in China has been accorded to the practice and improvement of students’ four basic English language skills, listening, speaking, reading and writing, and great progress has been made in improving students’ English proficiency. Chinese teachers tend to follow specific regulations when teaching in classroom They usually abide by certain education doctrines which wears away students’ interests in English study, let alone the development of innovation and critical thinking skills. Teacher interacts with students by posing some simple questions related to the text content, with little opportunities endowed for students to consider, let alone coming up with some logical and innovative ideas to solve problems Those students who spend time reading and studying after class can make progress in English study. Preference in English language teaching should be given to the cultivation of students’ critical thinking skills and creative thinking ability rather than the simple practice of the basic skills and some linguistic knowledge
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