Exploration on the Practice of English Reading Teaching in Junior High School Aiming at the Cultivation of Higher-Order Thinking

Abstract

In junior high school English reading teaching, teachers often pay little attention to the cultivation of thinking quality, especially higher-order thinking. They often replace deep thinking activities with lively classroom activities. The seemingly successful classroom is not conducive to the development of students' thinking quality. The author conducted a large number of class observations, read relevant literature and books, reflected on the irrationality of the cultivation of higher-order thinking quality in junior high school reading classes, and made improvements. The author conducted practical explorations in his own class, and summarized and extracted effective ways to improve the quality of students' higher-order thinking. First, the characteristics of the text should be interpreted and the repetitive characteristics of the text should be used to guide students to think and practice independently. Secondly, the overall design of reading should be paid attention to, thinking tools such as mind maps should be used to guide students to find connections and think about problems from multiple perspectives. At the same time, the closed-ended reading control training of filling in the blanks should be reduced, and space should be provided for the development of higher-order thinking through open-ended questions. In addition, a real context should be created, more complex problems for students to solve should be raised, and higher-order thinking should be promoted.