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e  first  section  of  the  questionnaire,  most  of  the  respondents  are female  teachers.  30  female  teachers  completed  the  questionnaire,  representing 90.91% of the total number and 3 male teachers were surveyed, representing only 9.09% of the respondents. The respondents appear to be evenly split on the age. All respondents are aged less than 60; three are in the age range from 51 to 60; of the remaining thirty, a third (10) are aged 41 to 50, a third (10) are aged 31 to 40, and a third (10) are aged 21 to 30. The teaching age of the respondents can be polarized. 

Chapter Five Conclusion

5.1 Major Findings

A questionnaire is designed to investigate senior high school English teachers’ viewpoints  on  critical  thinking  in  Shanghai.  According  to  the  results  of  the questionnaire, most of the teachers are still concerned about the trends in English education and teaching (especially “thinking quality”) and realize the significance of  critical  thinking.  The  agreement  is  achieved  that  critical  thinking  can  help students  improve  their  analytical  and  problem-solving  skills,  make  good judgements, improve their reading comprehension ability and get better observation and  understanding  of  the  world  from  an  intercultural  perspective.  But  most respondents do not believe that critical thinking can help students improve English performance and get higher scores. That may explain the fact that real teaching of critical thinking is relatively not sufficient. 

Compared with teachers in ordinary schools and regional key schools, teachers in key schools seems to be more likely to have access to teaching and researching activities that highlighted critical thinking. In other words, key schools are more likely to attach importance to the cultivation of students’ critical thinking ability. 

One of the biggest obstacles is the extreme concern about the examination performance from students, parents and schools, making most teachers stressed and forced  to  pay  more  attention  to  language  itself,  and  decrease  the  instruction  of critical  thinking.  Other  possible  obstacles  are  limited  class  time,  lack  of supplementary  materials,  lack  of  various  teaching  approaches,  lack  of interdisciplinary  effort  and  cultural  differences.  In  addition,  students’  original knowledge background and language proficiency can be two inescapable factors. The better the students’ knowledge background and language proficiency are, the easier it will be for teachers to teach critical thinking.

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