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本研究还探讨了学生的批判性思维倾向、自主学习策略和英语阅读策略是否在性别和学科（即文理）上存在显著差异。本章通过对定量数据的分析，阐述了本研究的主要发现和对英语教学的一些建议。最后，本文对本研究进行了总结，并对今后的研究提出了一些建议，为今后的研究提供参考。

Chapter I Introduction

1.1 Research Background

Since entering 21st century, economy and science are vigorously developing, and atthe same time, more and more counties and organizations raise higher requirements fortalents. In 2017, the National English Curriculum Standards (NECS) for Senior HighSchool was promulgated by Chinese Ministry of Education. In the NECS, it advocates todraw more attention to the affective factors and mental characteristics of students. It putsforward four core competences in English subject, which includes language ability, culturalawareness, learning ability and the quality of thinking. Among these four core competences,the quality of thinking refers to the ability and level of thinking in logic, criticalness andcreativity, which embodies the mental characteristic of core competences. It means thatstudents’ critical thinking ability and innovation ability play an important role in theirEnglish learning.

In recent years, with the new progress of the study of second language acquisition(SLA), the importance of individual factors of learners has been given full attention to inthe process of language acquisition. The research focus of foreign language learninggradually shifts from exploring the best teaching methods to multivariate research, such asexploring learners’ ways of thinking, personality characteristics, learning strategies andlearning motivations. Among them, self-regulated learning has become a research hotspotin the subjects of learning theory, which emphasizes the impact of different psychologicalfactors on students’ effective learning from a holistic rather than isolated perspective.Besides, among the four skills of learning English, reading ability is the most importantskill and it has received much more attention than others in the EFL environment. TheNECS (2017 Edition) clearly defines the specific objectives of the English curriculum to develop the four types of core competences for students. However, although both teachersand students are aware of the importance of reading and teachers try to improve students’reading ability and reading efficiency, learners’ academic performance is far fromsatisfactory. After doing related literature reviews, it is found that critical thinking abilityand self-regulated learning strategies also affect language learning outcomes. It will havean impact on the efficiency of the use of reading strategies. Therefore, it’s necessary toexplore the relationship among critical thinking, English reading strategies andself-regulated learning strategies.

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1.2 Research Purposes

In today’s fast-paced knowledge, students need to have some skills in selecting usefulinformation, evaluating the truth of information, and making decisions. And criticalthinking is an important skill in the decision-making process of students. Besides,possessing metacognitive awareness and high-degree self-regulation skills leads to a moresystematic set of thoughts and behaviors while those thoughts and behaviors can beassessed with the help of one’s critical thinking skills (Altay, 2017).

Based on these research status, there mainly exist two purposes of this study. Inorder to make some targeted pedagogical sugges本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。