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There are many waysto develop students’ thinking quality in English teaching and learning, English readingteaching is one of them. However, as one of the most important means to cultivatestudents’ thinking quality, English reading teaching has not fulfilled its mission in thecurrent practice. Reading is not only a process of comprehensive application of languageknowledge, but also a process of positive thinking and creative practice (WangShuhua,2015) . As a matter of fact, the teaching of reading classes in some primary andsecondary schools is still confined to language, vocabulary, grammar and so on (WangQiang, 2017). Therefore, this study is both of theoretical and practical value. On the onehand, it studies the cultivation status of thinking quality in junior high school Englishteaching, enriching the theory of key competence. On the other hand, this study canprovide teaching inspiration for junior high school English teachers to improve theirstudents’ thinking quality in teaching practice.

Chapter Two Literature Review

2.1 Related Concepts and Definitions

In English teaching, the cultivation of students’ learning ability and thinking quality isone of the main objectives of teaching. As teachers, it is extremely necessary for us toteach students such important elements as the learning skills, enhancement of criticalthinking, development of problem-solving skills, development of formal reasoning,stimulation of creativity, and supply of strategies for reading and writing more attentively(Perkins, 1986). The cultivation of thinking quality is based on the understanding andanalysis of the connotation of thinking quality. This section mainly describes the conceptof quality of thinking and its components.

2.1.1 Definition of Thinking

It is necessary to understand the concept of thinking first if we want to study qualitiesof thinking. The concept of thinking exists in many different subjects, such as philosophy,psychology, neuroscience, sociology and so on, all of which are different in terms ofdefinitions. As far as English teaching is concerned, it should be defined from theperspective of psychology.

The thought process itself is greatly paid attention to by Western psychology. Brunerproposes that thinking is the transcendence of the given information (Bruner et al., 1956).This expression states briefly the existence value of thinking. Bartlett (1958) argues thatthinking is a complex and advanced skill to fill in the gaps between evidences. Thisstatement shows the function of thinking. Newell and Simon (1972) hold the view thatthinking is a not merely process of seeking the problem space but also is a generaldescription of the thinking process. All the above points of view explain the process andcharacteristics of thinking from a certain respect whereas Bourne et al. (1971) synthesizevarious theories to make a relatively complete description of thinking. They believe thatthinking is a complex and multifaceted process; 

2.2 Relevant Studies at Home and Abroad

2.2.1 Studies on Thinking Quality and Its Cultivation Abroad

In the West, the American educational psychologist Glaser (1942) started to studythinking very early. From the perspective of psychology, his study of the cultivation ofstudents’ critical thinking clearly points out that the focus of education should be on thecultivation of students’ cri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。