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本文是一篇英语阅读论文，笔者认为批判性阅读教学需要经过一段时间的逐步培养。研究人员和教育工作者需要不断学习和实践。希望更多的人能够被作者的实验研究所激励，参与批判性阅读的研究和探索。

Chapter One Literature Review

1.1 Elaboration of core concepts

The main two key concepts relevant to this study are presented here,includingcritical reading and critical reading strategies.

1.1.1 The critical reading

Green believes that critical reading enables students to actively analyzeinformation to reveal its deeper pedagogical meaning(Green,1988:32).And they arguethat critical reading is a way for scholars to take valid information from their readingand analyze it in its context(Harris&Hodges,1981:9).According to Pirozzi,reading isabout going beyond the primary textual message and understanding it’s deepermeaning,rather than understanding the textual information alone.He summarizescritical reading as“the potential understanding of the information read,even includingpersonal assessment and interpretation skills”(Pirozzi,2003).In the long run iteffectively improves the scholars’ability to dialectically distinguish between majorand minor contradictions and to correctly guess the central ideas and attitudes of theauthor,ultimately concluding that the statements are all logical”.

According to a famous linguist in China,Ge believes that although Englishreading teaching in China has entered a brand new mode but there are still a series ofcontradictions.To solve these contradictions,six principles must be observed.Theyare material selection,text interpretation,curriculum design,teaching mode,definition of teaching,and post-lesson reflection.In other words,the teacher mustfully play the role of a guide in the teaching process and allow students to think andreflect(Ge,2012:2).

1.2 Definition of critical reading strategies

In the current teaching and learning process,learning strategies refer to themeans by which learners adopt a set of learning solutions to rationalize their outcomesmore effectively and complete their learning on time(Dole&Duffy,1991:29).Yuadvocates that learners improve their abilities by effectively and rationally resolvingthe conflicts that occur during the reading of textual material(Yu,2010:5).Thedevelopment of critical thinking is an essential element of university education,butcritical thinking is still not given enough attention in university education at this stageand he offers a series of insights in the context of foreign language translationteaching.Finally,he advocates the use of case studies,data-driven and diverseanalysis to cultivate students’critical thinking in foreign language education.

Under the guidance of this principle,scholars in China advocate that thedevelopment of critical thinking should be one of the indispensable teaching items insecondary school textbooks.This is because the most important principle of criticalreading or critical thinking reading instruction is the process of anticipating,analyzing,and summarizing texts and finally evaluating thinking in light of the material provided.These processes develop learners’critical thinking and the ability to analyze texts at adeeper level.

Chapter Two Theoretical Foundations and Methodology

2.1 Constructivism Theory

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