ABSTRACT
Developing students’ critical thinking ability is very important in high school English teaching, which can promote students’ comprehensive quality. Scholars have done researches on the features of critical thinking, although some ways to promote critical thinking ability have been suggested, they are too ambiguous. In addition, few analysis of the quality of high school English teaching has been made.
By using the literature research method and inductive method, this paper makes a detailed analysis of the features of critical thinking and high school English teaching, then offer concrete approaches which can be used in practice. For example, efforts should be paid to eliminating the negative effects of traditional culture, setting relevant optional courses, making comments on the opinions of English newspapers and so on. It is suggested that high school English teachers should pay attention to preparations before class, activities in class and after class.
Key words: Critical thinking ability; English Teaching; High School
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-2
2.1 Researches on Critical Thinking-2
2.2 Researches on High School English Teaching-4
Chapter Three STATUS QUALITY OF HIGH SCHOOL ENGLISH TEACHING-6
3.1 Features of High School Students-6
3.2 Analysis of the Teaching Objectives-6
3.3 Analysis of the Teaching Material-7
3.4 Problems in High School English Teaching-8
Chapter Four APPROACHES TO DEVELOPING STUDENTS’ CRITICAL THINKING ABILITY IN HIGH SCHOOL ENGLISH TEACHING-9
4.1 Preparations before Class-9
4.1.1 Eliminating the negative effects of traditional culture-9
4.1.2 Building up equal relationships between teachers and students-9
4.1.3 Developing teachers’ critical thinking ability-10
4.2 Activities in Class: Taking a Reading Class as a Model-10
4.3 Activities after Class-14
4.3.1 Setting relevant optional courses-14
4.3.2 Making comments on the opinions of English newspapers-14
4.3.3 Writing English movie impressions-15
Chapter Five CONCLUSION-16
REFERENCES-17
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