A Research on New Senior English for China (2019) From the Perspective of Cultivating Students’ Thinking Quality文献综述

 2022-08-11 15:30:47

Literature Review

1. Introduction

1.1 The Background of the Research

Thinking quality was first proposed by an American scholar JP Guilford. It was developed into the focus of education reform in 1980s. As the basic object of American education at all levels(Wu Hongzhi, 2010), thinking quality was given careful attention abroad and several influential models(Bloom, 1956; Paul and Elder, 2006) have been put forward, which is helpful to evaluate the thinking level of people or text. At home, researches on education and thinking quality cultivation started at the end of the 20th century. In 1993, Full-time Senior High School English Syllabus (first draft) put forward 'developing intelligence, improving thinking, observation, attention, memory, imagination, association and other abilities' in teaching purpose. In 2018, National English Curriculum Standards for General High School was officially promulgated, regarding thinking quality as one of the English core competency. “Thinking quality refers to the ability and level of thinking in logic, criticism and innovation.” Through the study of English course, students can “distinguish the specific phenomena in language and culture; comb and summarize information, construct new concepts; analyze and infer the logical relationship of information; correctly judge various ideas and views, creatively express their own views, and have the ability of English independent thinking and innovative thinking.”

Based on the concept of the new curriculum standard, Peoplersquo;s Education Press(PEP) issued the latest version of senior high school English textbooks in 2019 and it shows differences from the old version(2004) both in structure and content.

English textbooks are concrete reflections of the new curriculum reform in English education and also an important tool for senior high school English teachers to achieve the goal of the New Curriculum Standard. As the main resource of foreign language teaching materials in China, English textbooks not only undertake the task of importing English knowledge, but also bear the responsibility of creating learning atmosphere, stimulating learning interest and cultivating students thinking quality. Language in the textbooks is the communication between the learner and the text, so the learning process is not a superficial reading of the texts, but a kind of re-creation—readers construct their own knowledge, personality and thinking through reading. Hence, New Senior English for China(2019) and the cultivation of thinking quality are the objects of this study.

1.2 The Significance of the Research

Thinking quality is not only the mental representation, but also an essential ability for students, as good thinking quality determines peoples intelligence development and behaviors. Therefore, cultivating students thinking quality has become an urgent issue in senior high school English teaching. As what has been mentioned, teaching materials play a central role in teaching and learning English, so it is of great significance to analyze the adjusted content arrangements, texts activity designs of the new textbooks, and how they could better promote studentsrsquo; thinking quality under the background of new curriculum standard.

The research has certain theoretical and practical significance. On one hand, when it refers to researches on thinking quality and English teaching, three main objects including English teaching process, the evaluation of students and effective strategies are focused on, while less attention is paid to English textbooks which are the most common reading materials for teachers and students in senior high school. By searching thinking quality and English textbooks in CNKI, this study finds that no more than 20 literature analyze English textbooks from the perspective of thinking quality, most of which are college textbooks. Thus, more in-depth researches on senior high school English textbooks need to be conducted actively. This study reviews and summarizes previous studies in related field, giving a detailed analysis of thinking quality cultivation points in NSEFC(2019).

On the other hand, the study could also provide support for senior high school English teachers to cultivate studentsrsquo; thinking quality. Under the circumstance that the new textbooks are not widely used throughout the country, it is of great significance to analyze the adjustment of structure and content settings of the new textbook. Accordingly, this study makes a thorough analysis of the points of thinking quality in NSEFC(2019) and provides effective information and data, which aims to help teachers cultivate studentsrsquo; thinking quality in a more effective way through the better comprehension of the textbook.

1.3 The Purpose of the Research

The research mainly deals with the following three issues. Firstly, based on new curriculum standard and Bloomrsquo;s Taxonomy in cognitive domain, the study aims to examine the content adjustment in NSEFC (2019), compared with NSEFC(2017). Secondly, the study intends to investigate the questions and activity designs in NSEFC(2019) and how teachers can utilize the new textbook in terms of cultivating studentsrsquo; thinking quality through text and data analysis. In the end, the study has some teaching implications for senior high school English teachers in the course of classroom teaching so as to better promote studentsrsquo; thinking.

2. Literature Review

2.1 Theoretical Basis

2.1.1 Bloomrsquo;s Taxonomy in Cognitive Domain

In 1948, Bloom, a famous professor of the University of Chicago, and more than 30 members of the College and University Examination Committee set up a research group and carried out a lot of studies on establishing the classification system of educational objectives. In 1956, Handbook I: The Cognitive Domain was published. As a tool of educational evaluation, the book aims to combine English curriculum objectives with curriculum standards. As follows, Bloom divided the cognitive process into six levels: knowledge, comprehension, application, analysis, synthesis and evaluation.

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