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本文是一篇英语教学法论文，,本研究以输入输出假说为理论基础,尝试把学生的批判性思维能力和读后续写教学相结合，探讨批判性思维能力中哪个维度更能预测学生的读后续写成绩。

Chapter One Introduction

1.1 Research Background

Students learn self-awareness and analytical skills through the process of criticalthinking,which improves their performances on the Continuation Task.(Chen&Wang&Qian,2019)Improving their critical thinking ability will enhance their capacity to analyzeincomplete stories.As a form of reflexive thinking,critical thinking enables students toanalyze story plots.(Wu&Su,2022)As a result,in daily teaching,teachers help studentsidentify story plots and then draw on their critical thinking abilities to determine the contentof the next paragraph.However,many experienced teachers do not connect students'criticalthinking abilities with their teaching process.Instead,they emphasize reciting keywords andphrases and sentence patterns blindly.Even worse,many teachers,believe that students musthave a firm grasp of language concepts and writing strategies rather than develop students'critical thinking skills.(Han,2009)Additionally,a lot of students simply copy phrases theyhave learned to their works.(Cha,2017)

From the perspective of students'compositions,the composition the content is not clearand too monotonous,and many sentence patterns are not used properly.As can be witnessedfrom the learners'composition manuscripts,their writing sentences are relatively simple,andthe plots are inconsistent.As can be seen from Figure 1,the first paragraph of this student'scomposition contains only some simple sentences,and there is no good plot connectionbetween the sentences.As can be noticed from Figure 2,the content of the first paragraph isrelatively rich,and the plot is also relatively cohesive.But in the second paragraph of thecomposition,there are only three simple sentences,and it does not properly describe theending of the story.From these two compositions,we can see that students'analysis of thestory is still relatively lacking.Both students simply described story characters and did notthink deeply about story plots.Therefore,teachers should guide students to analyze the story,to enrich their writing plots.Teachers should study more teaching methods to guide studentsto analyze the development clues of the story so that they can learn to predict the ending ofthe story.

1.2 Research Purpose

Based on the aforementioned contexts,education experts have paid more attention toContinuation Task.(Wang,2012)This study aims to examine whether enhancing students'critical thinking abilities can improve their performances on Continuation Task.

During this experiment,the experiment attempted to discuss the current circumstances ofsenior middle school students'critical thinking abilities.Also,depending on the level ofstudents'critical thinking abilities,this study implemented some teaching activities in dailywriting lessons to develop students'critical thinking abilities,such as drawing mind maps andcollaborative assessments.Then,the study compared students'pretest and post-test results tosee whether students'critical thinking abilities had been enhanced after the 12-week trainingperiod.To investigate effects of students'critical thinking abilities on their continuation scores,the study also examined written compositions they had submitted.

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