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1. Introduction

1.1 Background of the Thesis
Originating from literary criticism and discourse analysis, Critical reading appeared in the1970s, then was gradually applied to teaching practice and eventually became the key ofeducational reform in the west.In 1980, American government issued the 338 executive order, aiming to foster CT ineducation. As a result of the order, course of CT began to appear in classroom. During thefollowing one decade, an increasing interest in CR has been witnessed in other westerncountries, including British, France and Australia. In the 1990s, developing critical reading andcritical thinking competences in students of all ages becomes a common goal in all courses inwestern countries. From then on, CR has become the most popular and common reading methodin foreign language teaching in western countries.Different from traditional reading, which focuses on words, sentence structures andgrammar, Critical Reading does not criticize and deny everything, on the contrary, it requires tobe faithful to a passage, to maintain an objective attitude, and doesn’t allow personal prejudiceand expectancy to influence understanding(Milan, 1995, pp.51-52).As a kind of deep reading, Critical Reading not only focuses on understanding the factualcontent of an article, but also emphasizes analyzing the structure, distinguishing the primary andsecondary information, summarizing the main idea, inferring the intent, tone and attitude of thewriter, evaluating the viewpoints and reasoning process, and finally forming one’s own view ona certain issues through extent discussion. Only in this way can we cultivate student’s criticaland creative thinking abilities in the long run.
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1.2 The Necessity and Significance of the Thesis
Under the background of information age and new curriculum reform, the author presentsthe importance of implying CR to resolve the existing problems in English teaching and thenecessity of facilitating the students to grow up in the future. With the upsurge of internet, a larger amount of information come into people’s life andaffect people’s thinking. Whether we can get valuable and useful information in a short time isthe key to success. Thus, teachers have to train students’ critical thinking so that they can makefull use of electronic information to succeed in this information age(Oliver,2001, pp.98-111).The information age calls for the talents who can analyze problem, comprehensivelyevaluate problem, come up with his or her idea and have creative competence. There is no roomfor the people who have no view in the increasingly competitive society(HuangYuansheng,2001).Just as Liu Wei and Guo Haiyun(2006) said, the key of analyzing problem,comprehensively evaluating problem, coming up his or her idea and having creative competenceis critical thinking. However, in practical teaching, CR is considered the main way in cultivatingcritical thinking(Harris&Hodges,1981). Therefore, applying CR in senior middle school Englishteaching can help students to analyze, judge, evaluate with a critical view, and get usefulinformation quickly. In addition, it can train students’ abilities to analyze and solve problem inEnglish. At the same time, it can also develop students’ competence of critical and creativethinking. All these have a profound significance for students to adapt to the information societyand lifelong growth.
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