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3.2 Research Participants...................... 27

3.3 Research Instruments.................................... 28

CHAPTER FOUR RESEARCH RESULTS AND DATA ANALYSIS.........................28

4.1 Results and Analysis of CCTDI-CV .................28

4.2 Results and Analysis of CTST ........................ 53

4.3 Results and Analysis of Writing of Post-Reading Activities............................. 55

CHAPTER FIVE CONCLUSION ............................. 63

5.1 Major Findings ................................. 63

5.2 Implications and Suggestions .................. 66

CHAPTER FOUR RESEARCH RESULTS AND DATA ANALYSIS

4.1 Results and Analysis of CCTDI-CV

An adaptive Chinese version of the CCTDI was used to test students’ critical thinking dispositions. As described in Chapter there, CCTDI-CV was used to assess seven critical thinking disposition, namely maturity, CT self-confidence, truth-seeking, analyticity, open-mindedness, systematicity, and inquisitiveness. Each sub-scale contains 4 items, with a total of 28 items, full scores of 20 in each scale.

The test takes 15 minutes. Each item in the sub-scales is scored from 1 to 5, indicating full agreement to full disagreement. Thus, scores for each sub-scale range from 1 to 5, with the total score of CCTDI-CV ranging from 28 to 140. The specific assessment scales have been mentioned in the introduction to this scale in Chapter Four. 

The following table (Table 4-1) shows the comparison of results of the six students’ critical thinking dispositions (See scores of each sub-scale in Appendix I). These six students are divided into three groups, each containing one male and one female student, three groups of participants are named Group A, Group B, and Group C from highest to lowest in accordance with their comprehensive scores. The comprehensive scores of students in the same group are similar. In addition, the number 1 represents boys and the number 2 represents girls. According to the comprehensive scores, the numbers of the six participants are A1 and A2 respectively; B1, B2; C1, C2.

CHAPTER FIVE CONCLUSION

5.1 Major Findings

This study is concerned with combining deep reading and the development of critical thinking in practical teaching, constructing a model for teaching deep reading in English, and exploring its effectiveness in English language teaching. At the same time, in the process of implementing the model, the author gradually improves its applicability to junior high school English students. The findings of the model’s research on developing students’ critical thinking are detailed next. 

First of all, in general, English deep reading teaching model is beneficial in strengthening critical thinking of students at different levels. From the analysis of the research results and data in the previous chapter, there is no doubt that, overall, the model has a significant effect on enhancing students’ critical thinking. According to Facione’s classification of critical thinking, this includes critical thinking dispositions and critical thinking skills. Through th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。