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g on the surface of just know the main ideasof the text,which are unfavorable to the cultivation of thinking ability and training.The high school English reading teaching confined to grasp of the English languageknowledge or grammar rules.With the deepening of curriculum reform in China,theteaching mode and method of English reading in senior high school should keep pacewith The Times.The English curriculum standards for senior high schools(2017Edition)has injected fresh blood into English teaching practice and challengedtraditional English teaching methods in senior high schools.The new curriculumstandards provide some suggestions for English teachers in senior high school.One ofthe suggestions is that high school English teachers are supposed to pay moreattention to the thematic meaning of each module or unit,and design teachingobjectives from two perspectives:the content of the whole module or unit and thecore English ability.

Chapter Two Literature Review

2.1 Relevant Concepts

2.1.1 Thematic meaning

Many scholars further define the thematic meaning on the basis of theme.

Wang Qiang(2021)argued that thematic meaning is the meaning conveyedbehind the theme.Chen Xinzhong(2018)believed that thematic meaning refers to thecore idea or deep connotation presented by the thematic content,which was oftenassociated with the feelings,attitudes and values that the author wanted to express.Zhang Jinxiu(2019)thought that thematic meaning is inseparable from text content,language features and social environment.According to constructivism,thematicmeaning is constructed in the interaction between individual and text,individual andothers,and individual and self.Zhang Linlin(2019)emphasized that the ideologicaland cultural connotations,emotions,attitudes and values conveyed by a particularthematic context are the thematic meanings contained in the context.

This study holds that thematic meaning refers to the deep meaning of the contentof a text,and is the content of a text.Thematic meaning is closely related to thecontent and structural features of the text,which requires students to infer and refinethe text on the basis of reading and understanding.

2.2 Studies on Thinking Quality and its Cultivation Abroad and atHome

Thinking quality is not a new concept in academia.In recent decades,manyresearchers and scholars at home and abroad have done a lot of research on thinkingquality from different perspectives.Although their perspectives and results onthinking quality differed,those studies had shed light on subsequent research.In thispart,previous research on thinking quality and its cultivation will be illustrated andpreviewed to show the historical development of this subject.

2.2.1 Studies on thinking quality and its cultivation abroad

As a representative of human ability and level,thinking quality has beensystematically studied as early as the 1950s in the former Soviet Union.Guillford(1950)first put forward the concept of thinking quality and studied it from the aspectsof flexibility and creativity.After that,he focused on the cultivation of thinking quality,especially creative thinking.Smirnov(1957:125-130)mentioned that peopls’thinkingquality is different,which is verified from the breadth and depth,independence andflexibility,sequence and agility of the tinking quality respectively.In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。