英语论文网

Chapter Three Results and Discussion...........................37

3.1 Analysis of Teacher Questionnaire................................37

3.2 Analysis of Classroom Observation.................................41

Chapter Four Strategies and Suggestions.............................59

4.1 Applying Constructivism Learning Theory to Teaching Design.....................59

4.1.1 Refining of the Reading Objectives........................60

4.1.2 Adopting of Multiple Reading Teaching Models.................64

Conclusion........................70

Chapter Four Strategies and Suggestions

4.1 Applying Constructivism Learning Theory to Teaching Design

Zhong Zhixian(2006)pointed out in the theoretical element of constructivism,“concentration,”that we should attach importance to the mobilization of learners’intrinsic motivation and give full attention to goal-oriented instructional design inteaching.After analyzing the teaching design of teachers,the researchers found thattraditional English reading teaching pays attention to the indoctrination of languageknowledge.In contrast,teachers guide students to read the text from the word andsentence meaning and focus on enhancing the basis of students’language knowledge.English teaching should develop students’language,and learners should internalize whatthey have learned into their thinking qualities and can solve real-world problems.Thisstudy will use constructivism learning theory to carry out teaching design,reflectingstudents’thinking activities and developing critical thinking ability from the teachingobjectives.

4.1.1 Refine the Reading Objectives

First,according to the clear orientation of critical thinking ability cultivation inEnglish Curriculum Standards for Senior High Schools(2017 Edition),teachers shouldconsciously pay attention to and attach importance to the cultivation of critical thinkingability in teaching.According to the three-level description of critical thinking ability andthe specific requirements of language skills in the new curriculum standard,thecultivation of abstract critical thinking ability is refined in each reading activity.

Secondly,teachers should strengthen the study of critical thinking theory andunderstand the latest research trends in cultivating critical thinking ability.To understandthe connotation of critical thinking ability and accurately judge relevant language skillstraining,and combine with the characteristics of English reading to implement the goal ofeach reading activity.The elaboration of the training objectives of critical thinking abilityin reading teaching not only inspires teachers to think deeply about the relationshipbetween reading activities and the final teaching objectives and constantly improve it butalso strengthens the relevance of reading activities and improves the training effect ofcritical thinking ability on the whole.It also helps teachers systematically understand thecritical thinking ability to read teaching,check the gaps,and fill in the gaps of assessmentand reflection ability in the critical thinking ability.In reading teaching,comprehensiveexamination and 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。