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Facing the huge information flow, fragmented reading is the main way for middle school students to obtain information. Although this superficial way of reading can increase students’ knowledge storage, it cannot improve students’ reading and thinking abilities. Students often stray from superficial information without knowing its deeper meaning, and their cognition is easily swayed by the vast amount of information filled with different opinions. Meanwhile, they lack a deeper understanding of the text, which affects their thinking development. At the same time, teachers still pay much attention to key words and sentence patterns in reading texts, limiting themselves to the stereotype of “exam-oriented Education”. This teaching philosophy is deeply rooted, and students lack reasoning and judgment skills. For middle school, core competencies are the ultimate goal of teachers’ instruction. Critical thinking is an important part of thinking quality in core competencies. Meanwhile, acquiring critical thinking is also a necessary condition for realizing knowledge transfer and innovation in the concept of English learning activities. Therefore, how to change the original scattered teaching methods through teaching activities, fully guide students to improve critical thinking and realize deep learning is an urgent problem to be solved.

In fact, in secondary education, core competencies are the centralized expression of the nurturing value of the curriculum, which includes language ability, cultural awareness, thinking quality, and learning capacity. Among these four, thinking quality reflects the mental characteristics of core competencies. National English Curriculum for Compulsory Education (2022) defines thinking quality as the personality characteristics of human thinking, reflecting the level of students’ comprehension, analysis, comparison, inference, criticism, evaluation, and creativity.

1.2 Purpose and Significance of the Research

This thesis tries to find out the impact of deep reading teaching on students’ critical thinking and the degree of students’ critical thinking. This study will use a case study to infiltrate the deep reading teaching in the teaching process, to cultivate students’ critical thinking.

The significance of this research could be paraphrased from two perspectives: the theoretical significance and the practical significance. The first is the theoretical significance, mainly including the following point: closely combining deep reading with critical thinking to enrich English reading teaching theory. In addition, applying deep learning theory to reading teaching and cultivating students’ critical thinking ability will also contribute to the innovation of English reading teaching concepts in junior high school. Therefore, this study will promote the popularization of deep reading theory in teaching.

The second is the practical significance. Exploring effective ways to cultivate critical thinking is helpful to improve the level of English reading teaching. In addition, teachers rarely guide students to deeply interpret the text, thus ignoring students’ ability to analyze and solve problems and the cultivation of students’ critical and creative thinking, which 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。