栏目分类：英语论文 发布日期：2017-09-27 浏览次数：次
CHAPTER ONE INTRODUCTION
In English teaching, reading is considered to be the most important part of the fiveskills. At the same time, reading ability is one of the main standards to test the level ofstudents‘language proficiency.According to the observation of English reading class, it is found that in today‘sEnglish class, students are passive learning and lack of active thinking, they only acceptthe knowledge taught by the teachers. Teachers pay more attention to how to let thestudents memorize words, phrases and useful expressions, some of them seldom payattention to the meanings and the author‘s intention in the article. The students just stiffly master some words, phrases and sentences. Students are absolutely ignorant ofthe text structure and the views of implication, and evaluate their own text.The English compulsory education curriculum standard (2011) puts forward fivegoals for students‘ reading. For junior high school students, when entering junior 3, the students need to achieve level 5 on reading.Here are some detailed descriptors for level 5 on reading. Students should be able to infer and understand the meaning of the new words according to the context and word formation and understand the logical relationship between the sentences in the passage. Students should be able to find out the theme of the article, understand the plotof the story and predict the development of the plot and the possible outcome. Students should be able to read the appropriate level of the common style of books and uses imple reading strategies to get information for different purposes. Students should beable to use the dictionary and other tools to read and students‘ extracurricular reading should be accumulated to more than 150 thousand words.In addition, in the current high school entrance examination, direct reading comprehension questions account for 20 points, indirect items like Cloze and Task-based reading account for 20 points, they account for 40% of the total score.Therefore, the reading ability has a direct impact on the students‘ test scores and thesubsequent study.
2.2 Definitions of Critical Reading Strategies
Many scholars have emphasized the importance of distinguishing between ideas and facts (Garrigus,2002; Pirozzi,2003;Wassman & Paye1985). This shows thatteachers should guide students to find out what is the facts and arguments, and what ishe author's point of view and point of view. It can be said that the distinction betweenopinion and fact is the most important skill in critical reading. In order to understandand evaluate the text reasonably, the highly effective readers must be able to distinguishthe fact from the point of view. The facts are based on objective evidence of realspecific details, which can be proved. However, perspective, which is artificially created,is an explanation, value judgment, or belief that cannot be proved right or wrong.Objective evidence may be specific, which can be a witness to the description, or theacceptable scientific results.In the usual reading articles, there are many sentences that contain both theviewpoint and the fact, so it is difficult for the reader to distinguish the facts andopinions. So it is very necessary for students to know the fact that the purpose is to inform, for example, textbooks, medical research and newspapers, etc. The view of the purpose is to persuade or entertain, such as editorial, advertising and story.Understanding the differences between ideas and facts can help students to make criticalreading. There are two ways to achieve this goal. First, let the students ask the mselv
esthree questions to detect the statement is the fact or point of view. The questions are:can this statement be proved to be true? Can this statement be observed in practice or inthe operation? Can this argument be confirmed by witnesses, manuscripts or documents?If there is an answer to ―no‖ in the three questions, then this is a point of view, whereasthe opposite is true. Second, let the students pay attention to some of the adjectives with personal emotional tendencies such as awful, excellent, favorite, stupid, unbelievable,and so on. Because these adjectives all show the author‘s attitude or emotion to theobject, the sentence that contains these adjectives can be understood as a point of view.In addition the students should pay attention to some of the restrictions, such as could,likely, never, often, only, etc. Because they show the author‘s suspicion or attitude, thesentences that contain these words can also be viewed as a point of view.
CHAPTER THREE METHODOLOGY............ 13
3.1 Research Questions... 13
3.2 Subjects... 13
3.3 Instruments................ 13
CHAPTER FOUR RESULTS AND DISCUSSION .............25
4.1 Results and Discussion of the Questionnaire (Appendix I) ..............25
4.2 Results and Discussion of the Tests (Appendix II&III) ..28
4.3 Results and Discussion of the Interview .......30
CHAPTER FIVE CONCLUSION.....33
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of the Questionnaire (Appendix I)
In the lesson of 9A Unit 2 Reading Never give up, the author focuses on thetraining of students‘ evaluation and reflective ability. For example, the author asks thestudents the following questions: What do you think Spud Webb is like? What did SpudWebb prove? What do you think makes a good basketball player? And after the studentsfinish learning Task The person who has influenced me most in this unit, the author asks:Who do you think has influenced you most in your life?At this stage, the author found that students‘ enthusiasm is very high, students feelthat they have learned a lot of new things, know a lot of tips to read, and show interestin critical reading. But teachers should also design more interesting, effective,challenging reading activities in order to provide students with more opportunities toapply critical reading strategies.
4.2 Results and Discussion of the Tests (Appendix II&III)
In the second stage, from November 16, 2015 to January 30, 2016, because thetextbook new class finished basically, the junior3 students entered the review stage. Sothe author mainly use the articles on reading comprehension, cloze test or task-basedreading to train the students‘ ability of solving problems on grasping the author‘sattitude on a subject, judging the source, grasping the article structure. In classroomteaching, the author consolidates
CHAPTER TWO LITERATURE REVIEW
2.1 Definitions of Critical ReadingTraditional English reading teaching focuses on the students‘ language knowledgeand language skills, is often lack of the cultivation of students‘ reading ability. Most ofthe students have no condition to accept the text of the view. They are less likely toanalyze the information of the text and rarely questioned and evaluated. Critical readingis different from the traditional receptive reading. It is not the so-called sarcastic andnegative. It pursues high level and deep reading, which is a kind of positive andpersonalized reading. Critical reading emphasizes the self - consciousness and self -control in the reading process, actively construct knowledge through the constantdialogue, communication with the author and form their own point of view.At present, critical reading has been widely used in linguistics and education, andmany scholars have stressed the need to study and teach critical reading. Many scholarsemphasize on the research and teaching of critical reading. In the west, from elementaryschool, students are encouraged to think independently, to the University, criticalreading has become a required course. The critical reading teaching in China isgradually being valued by people.For critical reading, scholars have a number of different definitions, which can bedescribed as benevolent see benevolence and the wise see wisdom.In the late1970s，the United States has set off a campaign of educational reformwith the focus of critical thinking. Critical reading, as an effective way to developcritical thinking, has begun to receive widespread attention and research. Hafner (1974)defines critical reading as a process of thinking, in which readers are discussing theproblem of enlightening to learn how to use language and understand concepts. In 1979,British linguists Roger Fowler and Kress published the book Language and Control.The book is the first to mention the concept of critical linguistics and critical discourseanalysis methods. Critical discourse analysis is the first to provide a theoretical guidefor the critical reading teaching. This is a major progress on critical reading teaching atthe theoretical foundation aspect.
these reading strategies, and also uses conversation,interview and investigation to remind students to apply their strategies.In the action research of this period, the author selected some extracurricularreading materials to carry on the critical reading teaching. The typical teaching plan isshown in Appendix IV.After the class experiment, the students were interviewed. The subjects weredivided into three categories. Students A is the top students which score between 24 and30 in reading comprehension, students B is the middle students which score between 18and 24, students C score below 18 points. The purpose of the interview is to deeplyunderstand the success and limitations of the experiment.At the beginning of the term, on September 1, 2015, the author collectedpreliminary information to find out the situation and to examine the effect. Before thebeginning of the first phase of critical reading teaching, in order to understand thestudents‘ reading interest and reading strategies, a questionnaire survey was conducted.In order to measure the students‘ reading ability and thinking level, the readingcomprehension test was also carried out.
CHAPTER FIVE CONCLUSION
terest and mobilize the enthusiasm.This study explores critical reading teaching and train critical reading strategies injunior high school. The method of action research is used to verify the effect of criticalreading teaching, which provides some references for the further research on improvingjunior high school students‘critical reading ability.
Critical reading is a kind of deep reading, which requires the readers to use themethods of prediction, analysis, reasoning, summary and evaluation in the readingprocess to achieve a high understanding. In today's information society, trainingstudents‘ critical reading ability promotes their thinking ability and complies with thestudents‘ development. It is also consistent with the requirements of the compulsoryeducation English curriculum standard for Junior 3 students on reading. Therefore, it isvery necessary to carry out critical reading training in Junior 3.This study expounds the necessity of critical reading teaching in junior high schoolin theory and carries out an action research in practice. The purpose is to solve threemain research problems. Firstly, how do the teachers implement critical readingteaching in English class? Secondly, can the critical reading strategies develop students‘critical thinking ability effectively? Thirdly, can critical reading teaching improvestudents‘ interest in learning English? This study used the questionnaire, classroomexperiment, interview, test, data analysis and other methods, selected two classes ofJunior 3 in a middle school as the research objects, and recorded the development ofstudents‘critical reading ability in the experiment.The results showed that: Firstly, through the critical reading teaching, the studentsgrasp some critical reading strategies, and the thinking ability is improved. Secondly,critical reading teaching improves the students‘ speed, accuracy and depth of the textunderstanding and. the scoring rate on reading comprehension. Thirdly, critical readingteaching can truly reflect the students‘main body position, change their learning attitude,arouse the in