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本文是一篇初中英语教学论文，本文以认知发展理论和语篇分析理论为基础，探讨了初中英语阅读教学中学生思维品质培养的现状、存在的问题和影响因素，并对教师、学生、初中和教材编写者提出了一些建议。本文采用问卷调查、课堂观察和教师访谈等方法，对杭州市余杭区100名教师和500名学生进行了调查。

Chapter One Introduction

1.1 Background of the Research

With the rapid development of globalization and information technology in the 21stcentury, new challenges have been posed to Education and talent training. In 1997, TheOrganization for Economic Cooperation and Development proposed the concept of keycompetences: “It is a capacity that transcends knowledge and skills. It involves using andmobilizing all psychological and social resources to solve complex problems in a givensituation (Mei Deming and Wang qiang, 2018:9).” Under such a background, China’sMinistry of Education proposed the concept of “key competences system” and launchedthe revision of high school curriculum standards in 2014. And in 2018, The EnglishCurriculum Standards for Senior High Schools (ECSSHS for short) was officially issued,which takes the cultivation of students’ key competence as one of the specific goals forEnglish courses. According to the senior high school English curriculum standards, thegoal of English curriculum is to cultivate students’ key English competence, including fourdimensions: language ability, thinking quality, cultural awareness and learning ability.Therefore, thinking quality is not only the key ability of students, but also the essentialquality of students. It has both the connotation of thinking ability and thinking personality:the former is the intellectual factor, such as the skills of analysis, evaluation and creation；The latter are non-intellectual factors, such as curiosity, openness, confidence, integrity,perseverance and other qualities, which are based on knowledge and transcends knowledge(Huang Yuanzhen,2017a). The corpus used in reading teaching is not only the source ofstudents’ language learning, that is, the carrier of language awareness, languageinternalization and language use, but also the carrier of thinking training. The newcurriculum has come up with many new ideas and methods for English teaching. However,there are still some existing problems like “the fragmentary teaching content, lacking ofintegration” or “the neglect of the creation of the theme situation or deep exploration of thetheme meaning”, thus resulting in a lack of thinking training” (Wang Qiang, 2015), whichindicates that nowadays there are still many problems in English reading teaching. Inaddition, Guo and Zhang (2017) stated in China’s basic English education that thecultivation of thinking ability has not received enough attention, and there are still manyproblems. 

1.2 Significance of the Research

Thinking quality reflects the characteristics and level of students’ mental development.By cultivating students’ quality of thinking, it is helpful to improve their abilities ofanalyzing and solving problems. From the perspective of performance, the quality ofthinking is to cognitively classify, summarize and conclude linguistic phenomena, thusconstructing new concepts and effectively analyzing, reasoning and evaluating discourseknowledge. From the content of thinking quality, it is to cultivate students’ logical thinking,critical thinking and creative thinking. Therefore, the cultivation of thinking quality hasbecome one of the most important topics in current English teaching. 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。