【摘要】少年強，則國強。青少年整體實力的提升有助于我國綜合國力的發(fā)展。國力的增強不僅僅體現(xiàn)在經(jīng)濟的發(fā)展，還表現(xiàn)在軍事，政治，文化等多方面的進步?，F(xiàn)在國際貿(mào)易日益頻繁，而且文化交流也更加密切。然而，無論是經(jīng)濟還是文化的交流，都是需要通過語言來將說話者的意愿表達出來。所以思維能力和語言能力都顯得尤為重要。批判性思維培養(yǎng)研究已日益成為英語教育界的一個重大課題。但是現(xiàn)有的研究中，提供的參考文獻并不多。本文首先論述國內(nèi)外本文首先論述在在關(guān)于批判性思維能力方面，分析中西方相關(guān)的研究文獻，并對其中存在的局限性進行原因分析。其次，探討了不同時代的研究者對批判性思維的定義。接著，提出培養(yǎng)批判性思維的必要性。最后從課堂環(huán)境，課堂活動以及課后考核多方面對如何在英語教學(xué)中培養(yǎng)學(xué)生的批判性思維能力進行討論。希望這篇文章可以為如何在英語教學(xué)中培養(yǎng)學(xué)生的批判性思維能力提供參考。希望本文章可以作為一個工具去幫助研究如何在英語教學(xué)中提高學(xué)生的批判性思維能力?！娟P(guān)鍵詞】英語教學(xué)批判性思維影響因素培養(yǎng)方法Abstract:Astrongyouthmakesastrongcountry.Thestrengthoftheyoungpeopleintheneweraprovidesastrongfoundationforthedevelopmentofthecountry.Nowadays,therearemoreandmoremultinationalcompaniesinChina.Andmoreandmoreprogramsaboutdiscussingtheculturesofdifferentcountriesappearonthescreen,suchas“informaltalks”,“Chinesebridge”andsoon.However,culturalandeconomiccommunicationmustbeexpressedthroughlanguage.Sothinkingandlanguageskillsareespeciallyimportant.Howtodevelopcriticalthinkinghasattractedmorepeople'sattention.Anditisdiscussedmorefrequentlybyscholars.However,therearenotmanyreferencesprovidedintheexistingresearch.Firstofall,thispaperdiscussesthecriticalthinkingability,analyzestherelevantresearchliteratureinChinaandthewest,andanalyzesthereasonsforthelimitations.Secondly,fromtheoriginanddevelopmentofcriticalthinkinginChinaandthewest,thispaperdiscussesthemeaningofcriticalthinking.Secondly,itdiscussesthedefinitionofcriticalthinkingbyresearchersindifferenttimes.Then,Thisarticlediscussthenecessaryofstudentstoimprovecriticalthinkingability.Finally,itanalyzesomemethodstoimprovestudents'criticalthinkingabilityinthecourseofdailyteaching.Thispartmainlydiscussfromthethreeaspectsofclassenvironment,theactivitiesoflearningandtheevaluationafterclass.Ithopesthatthispapercanbeusedasatooltoimprovestudents'criticalthinkingabilityinEnglishteaching.Keywords:Englishteaching;criticalthinking;influencingfactors;trainingmethodsOuyangQilv:AStudyofCultivatingCriticalThinkingAbilityinCollegeEnglishTeachingB.A.ThesisofEnglish(Normal)Major(2016-2020)IntroductionThedevelopmentofeconomyprovidespreconditionsforthematurityofthefunctionsoftheglobalvillage,theexchangeandspreadofculturemaketeachingmoreandmoreimportant.Whetherit’spersonaldevelopmentorbusinessnegotiation,it’snecessarytoconveyopinionsthroughlanguage.Putonghuaasacommonlanguageindomesticcommunication,internationally,Englishisusedbymostpeopleasacommontoolofcommunication.So,Englishteachingisveryimportant.LearningEnglishcannotonlyrelyonrecitation,butalsounderstandtheuseofwordsandgrammarinspecificsituations.Ifyouwanttohaveacertainunderstandingability,youneedtohavethecorrespondingthinkingability.Criticalthinkingisnotonlyconducivetotheimprovementofotherknowledgeandskills.Inrecentyears,Chinahasbeenvigorouslypromotinginnovationandentrepreneurship,anduniversitiesoftenhold“Internetplus”competitionstoencouragestudentstoinnovate.Criticalthinkingisveryusefulforcultivatingstudents’innovationability.Atpresent,itisalsofoundthatifastudentdoesnottouchEnglishaftertakingthecollegeentranceexamination,thenthepreviouslylearnedEnglishwillsoonbeforgotten.Therefore,itismorenecessarytousethewayofunderstandingtolearnEnglishandcultivatestudents’thinkingability,soastofundamentallyimprovestudents’Englishability.Languageskillsandthinkingareequallyimportant.Weshouldnotonlyfocusonthecultivationofskillbutalsoignoretheimportanceofthinking.OnlycombinecriticalthinkingwithEnglishclassroomteaching.implementingabstractmeaningintodailylearningpracticecancultivatestudents’criticalthinkingabilitymoreeffectively.2.LiteratureReview2.1RelevantResearch

IntheWest,theearliestideasassociatedwithcriticalthinkingcanbetracedbacktoSocrates’midwifery.Bythe1980s,researchoncriticalthinkingskillshadbeengreatlydeveloped.Sincethen,manyAmericanscholarshavebeguntoworkonhowtoapplycriticalthinkingtoteaching.Intermsofeducation,therewasamaturetheoreticalstructureforhowtotrainandimprovestudents’criticalthinkingability.Inaddition,manyscholarshaveputforwardtheirowntheoryaboutthestructureofcriticalthinking.Forexample,theDelphiprojectteam’stwo-dimensionalstructuraltheorymode(MaRong,2016:60-63).TernaryStructuralModelofPaul,DirectoroftheAmericanThinkingCent(HanHongmei,MaQin,LiNa,2011:154-156).ThecitationfromTsuiisthatifthinkingtheoryandteachingpracticearecombined,theycandeveloptogether.China’sresearchoncriticalthinkingisrelativelylate,anditspreliminarydevelopmentbeganonlyinthe1990s.LiuRudeistheearliestscholarinChinatoputforwardresearchoncriticalthinking(LiZhengshuan,Liyingxin,2014:14-20).Laterresearchersgraduallyexpressedtheiropinionsbasedonsomeofhistheories.Forexample,inourcountry,theWenQiufangteamstudiescriticalthinkinginforeignlanguages,andproposesahierarchicalstructuremodelofspeculativeability(YangNa,WuPeng,2016:44-52).CriticalthinkingresearchinEnglisheducationismainlyconcentratedattheendofthe20thcentury.Priortothat,therewasverylittleresearchliteratureoncriticalthinkinginEnglisheducationinbothWesterncountriesandChina.ThereisnotenoughliteratureonEnglisheducationtocomparewithcriticalreachinindustry.ThevastmajorityofresearchinChinaismainlyaimedatChinesecollegestudents’criticalthinking.However,thereisverylittleliteraturewrittenaboutthecombinationofcriticalthinkinganddiscipline.Forexample,inthefieldofEnglish,thereislittleliteraturespecificallyonwhatmethodsteachersshouldadapttodevelopstudents’criticalthinkingintheclassroom.Inforeigncountries,therearefewresearchmaterialsthatdirectlydescribethecriticalthinkingofEnglishmajors.Foreignresearchersoftenexpresstheirviewsindirectlythroughstories.Althoughitisinterestingandcontextual,theyarenotdirectenough.Thereadercannotdirectlyseetheauthor’spointsandneedstosummarizebythemselves.Thismaycausereaderstohavedifferentmeaningstotheauthorduetodifferentculturalbackground.Butingeneral,thedevelopmentstatusofcriticalthinkingabroadismorecomprehensiveanddeeperthanthatinChina.ScholarsinChinahavesaidthatitismorehardtodevelopcriticalthinkingforcollegestudents.Thepresentsituationismainlyduetothelimitationofculturalandthinkinginertia.ThesameproblemexistsincultivatingthecriticalthinkingabilityofEnglishmajorsstudents.EvenbecauseofthelackofEnglishknowledgeandskills,theimplementationofthetrainingprogramismoredifficult.Moreover,thereisnotaverysuccessfulcasetobereferencedinthecurrentresearch.2.2CauseAnalysisTheimpactoftraditionalChineseeducationmethods.Fromancienttimestillnow,ourcountryhasalwaysemphasizedrespectingteachersandmorals.Studentsfullybelievewhatteacherssay.Inmodernsociety,althoughtheformsandmethodsofclasseshavebeenchanging,students’subconsciousviewsonteachersarestillfullyacceptedwithoutanalysis.Thiskindofteachingmethodisequivalenttoateacherinstillingknowledgeintostudentsinonedirection.Studentsrelytoomuchonteachers,booksandreferenceanswersfromexercisebooksinthelearningprocess.Mostpracticematerialsonthemarkettodayhavematchinganswers.Intheprocessofsolvingproblems,studentsoftenreadonlythequestions,lookdirectlyatthereferenceanswerswithoutthinkingbythemselves,andcopytheanswers.Somestudentsevenrefusedtoreadthetopicandcopieditdirectly.Thiskindofbehaviorleadstothesameanswerssubmittedbystudents,andtheideasarenotcreative.Andmanyteachersarealsobasedonreferenceanswerswhenmakingcorrections,whichisnotflexibleenough,especiallythesubjectivequestions.ToomuchemphasisontheinstrumentalityofEnglish.InEnglishteachinginourcountry,fromprimaryschooltouniversity,studentsarerequiredtomemorizewordsandgrammar.Intermsofsettingupcollegemajors,mostofthemarebasedonthepremisethatstudentswillenterthesocietyandfindjobsinthefuture.Forexample,foreignlanguagecollegeshavemajorsinEnglishteaching,businessEnglishandsoon.Becausetheemploymentdirectionisdifferent,thecontentsofclassroomteachingaremostlydifferent,andtheknowledgeandskillslearnedbystudentsarealsodifferent.Forexample,inadditiontolearningthefivebasicskills,EnglishteachingmajorstudentsarerequiredtolearnhowtoteachstudentsEnglishknowledgeeffectivelyintheclassandhowtomaketestpapersandcanwritetestspecifications.ThestudentsofbusinessEnglishmainlystudyknowledgerelatedtointernationaltrade.Forexample,theylearnhowtochooseamoreaffordablemeansoftransportation.Andtheyalsohaverealtrainingmatchesforinternationaltrade.Studentsstudyofthesewillbebeneficialtotheirfutureemploymentinprofessionalfields.Butthesehavenogreatinfluenceonstudents’criticalthinking.Theimpactofclassroomactivities.Atpresent,theactivityformofEnglishclassisstill30or40studentslisteningtooneteacher.ThecontentoftheEnglishclassismainlytomastertheknowledgeandskills.Overemphasisonimitationandrecitation.Thisformhasledtomemory-basedlearningofwords,phrases,andevengrammar.Ifthetenseinthetopicchangesslightly,studentsarepronetomakemistakes,anditisalsodifficultforstudentstousethelearnedknowledgepointstoanalyzeincombinationwiththespecificcontext.Sincestudentshavebeeninstilledwiththeideaofrecitingknowledgepoints,theyhavenotactivelytrainedtheirawarenessofcriticalthinking.Forexample,inreadingtraining,duetothelimitationofexaminationtime,studentsarerequiredtoimprovetheirreadingspeed.Therefore,thestudentsalsotrainthespeedofproblem-solvingintheirreadingexercises.Theydon’tthinkabouttheviewsputforwardbytheauthorinthearticle,nordotheythinkaboutwhethertheywillagreewiththisview,andtheyhavenottheconsciousnesstoevaluatetheseviews.Ontheotherhand,inthefinalexam,someexamcontentsarecopiedcompletelyfromthetextbook.Thiswillallowstudentstodeveloptheconsciousnessthattheycanpasstheexamaslongastheyrecite.Thiswillmakestudentshaveinertthinking.Studentsthinkaboutmemorizingbeforetheexam,thisleadstostudentsnotreviewingafterclass,letalonethinkingandevaluatingtheopinionsinthetext.Whenstudentsencounterproblems,theywillhabituallyrelyonoutsidehelpinsteadofthinkingontheirown.Studentsdonotquestiontheviewofteachersortextbooksatall,nordotheirexplorethereasonwhytheauthorwrotethisarticleandtheideashewantstoconvey.Classroomphenomenon.Whengroupdiscussionsandcooperationareneededintheclass,manystudentsaresittingquietly,evensomestudentsrefusetoholddiscussionsundertheurgingoftheteacheranddonotexpresstheirownopinions.Inthisway,theteachercannotfullyexplaintheknowledgepointsin45minutesofclasstime.Moreover,duetotheschedulerequirements,mostofthesituationsarethatteachersdesignclassroomactivitiesandguidestudentsstepbystep,andstudents’autonomyisnotfullydeveloped.Teacher’sownlevelofcriticalthinking.Teachersarelikewateringpot,studentsareflowersandgrass,andtheremustbewaterinthewateringpotcantowatertheplants.Therefore,oneofthemostimportantprerequisitesforcultivatingstudents’criticalthinkingabilityisthatteachersthemselvesshouldpossessthisability.Onlyteachersthemselveshavecriticalthinking,andthatteachercantrainstudents’criticalthinkingstepbystepanddesignactivitiessuitablefortrainingstudents’criticalthinking.Nowthecriticalthinkingabilityofmanycollegeteachersisnotdevelopedinstepwiththeirknowledgeandskills.Englishlevelofstudents.Thinkingisexpressedbylanguage.ThecriticalthinkingabilityofEnglishmajorstudentsisalsoexpressedthroughEnglishexpression.Ifstudents’Englishlevelislowerthantheirthinkinglevel,eveniftheyhaveideasintheirminds,theywillstopspeakingbecauseofthelackofEnglishlanguageability,letalonethediscussionofthinkinginlanguage.ThiswasshowninexperimentsinJune2018byLuDanandothers.ThecitationbyLuDanshowsthatalthoughthethinkingabilitycanbeimprovedthroughtheexerciseofthinking,theimprovementofthinkingdoesnotimprovethewritingabilityofEnglishmajorsintherealapplicationduetothelackofrequiredlevel.Thenegativeeffectsoftheinformationage.ThereisalotofinformationontheInternetnow.AwiderangeofinformationcanbefoundontheInternetinalldisciplinesandmajors.Therefore,whenastudentencountersaproblem,aslongashetakesouthismobilephoneandsearchesdirectlyontheInternet,hecanfindtheanswer,sothatthestudentdoesnotneedtothinkforhimself.Thisisoneofthereasonswhystudentsdevelopmentalinertia.Ifthiscontinues,studentswilldevelopthebadhabitoflookingforanswersonlinewithoutthinking.3.TheMeaningofCriticalThinkingFromthebeginningtothepresent,differentresearchershavedifferentdefinitionsofcriticalthinking.Theoriginofresearchoncriticalthinkinginwesterncountriesisrelativelyearly.FirstproposedbyDeway(Deway.John,1933),thefatherofmodernpedagogy.What’scalled“reflectivethinking”isaformofknowledgethatisactive,continuous,anddetailedinthinkingaboutanybelieforassumption.Sincethen,bothChineseandWesterncountrieshavedevelopedtheirownresearchoncriticalthinking.Forexample,inWesterncountries,RobertEnnisBelievethatcriticalthinkingisrational,reflectivethinkingbasedonanindividual’sobjectiveexperienceinthefutureforwhattobelieveordo(Ennis.Robert,1962:81-111).ThecitationfromScrivenandPualisshowthat“criticalthinkingistheprocessofactivelyandskillfullyinterpreting,applying,analyzing,andcomprehensivelyevaluatinginformationthatgovernsbeliefsandbehaviors”(WeiRan,2013:110-112).Brookfieldarguesthat“criticalthinkingisactuallyadialecticalthinkingprocess”(Brookfiled.Stephen,1987).LuLihongandTianxiweiofChinabelievethatcriticalthinkingistofindtheproblemsofcertainthings,phenomenaandpropositions,andatthesametimetomakeassertivethinkingaccordingtotheirownthinkinglogic(LuLihong,TianXiwei,2007:174-175).Individualshavehighcognitiveability,canaccuratelyevaluatevarioussuggestions,andthinkaboutthevalueoftheinformationitself.Inordertomakescientificjudgments.4.TheNecessityofCultivatingCriticalThinkingCriticalthinkingisthekeytoestimatewhetheryoucangetananswertoaproblem,anditisalsooneofthesourcesoflearningmotivation.Forexample,MaRongandothersin2016pointedoutthatcriticalthinkingisnotonlyadrivingforceforpeopletodealwithproblemsandmakedecisions.Itisalsopointedoutthatcriticalthinkingistheintrinsicmotivationforpeopletocarryoutbrainactivitiesandisoneofthemotivationsforstudentstolearn.WenQiufang’sresearchteamalsosaidthatcriticalthinkingcanhelpstudentshaveaclearerthinkingandreasoningprocessinwritingorreading.4.1PromotingStudents’ActiveLearningOneofthegoalsofcriticalthinkingtrainingistoenablestudentstolearntothinkindependently,liketothinkindependentlyandevengetusedtoindependentthinking.Letstudentslearntomanagethemselves.Nomatterindailystudyorlife,studentsarerequiredtolearnself-restraint,tohaveacertaindegreeofself-control.Usuallydothingslogicallyorganized,encounterproblemscanbepersistent.Whenstudentshavecertaincriticalthinkingability,theywilltaketheinitiativetothinkabouttheproblemstheyareinterestedin,andaskteachersforadviceaboutwhattheydonotunderstand,orsearchforinformationtosolvetheproblemsbythemselves.Andtheycanpersistuntiltheyfindasolutiontotheproblem.Studentswithcriticalthinkingskillsdon’tjuststopattheanswerstothequestions,theywillcontinuetodeepentheirthinking.Andtheywillcontinuallyfindshortcomingstheyhaveknownbefore.Studentswithcriticalthinkingcanconductadialecticalanalysisoftheirgradesandthecausesofsuchproblems.Soastopromotetheimprovementofacademicperformance.Andincreasetheirowninitiativetolearnenthusiasm.4.2AbilitytoCorrectlyAnalyzetheObtainedInformationThereisagreatdealofinformationontheInternet.Someinformationisincorrectlyrelayanerroneousinformation.Andmuchinformationthatthenetfriendaddstheirownideatopublishaccordingtocertainfact.Theauthenticityofsuchinformationneedstobeidentifiedbyourselves,andwecannotbelieveblindly.Especiallyintoday’sinternationalworld,Englishlearnersareexposedtonotonlydomesticinformationbutforeigninformation.SoEnglishmajorsshouldpayspecialattentiontothesourceofliteratureandtheauthenticityofinformationwhensearchingrelevantwesternliterature.Therefore,itisimportantforEnglishmajorstohavecriticalthinkingabilityintheinformationage.Criticalthinkingabilitynotonlycaneffectivelyhelpstudentsselectwhattheyneedinthevastinformationworld,andtheycanselecttheessenceanddiscardthegrossoftheinformationtheyfind.Withcriticalthinkingability,ontheonehand,peoplecanuseEnglishasatooltoabsorbexcellentculturalknowledgefromabroadandenrichChineseculture.Ontheotherhand,peoplecanspreadwonderfultraditionalcultureofChinaandmakeChineseculturegoabroadbetter.4.3ImprovingtheLogicalityofEnglishMajorStudents’LanguageExpressionLanguageandthinkingabilityarecomplementaryandaffecteachother.Thinkingisexpressedbylanguage,andthewordorderoflanguagewillpromotethedevelopmentofthinking.Languageisthetoolofthinkingexpression.Therefore,ifstudentshavetheabilityofcriticalthinking,theywillknowhowtoexpressthemselvesclearly.Englishmajorswithcriticalthinkingcannotonlyimprovetheiracademicperformance,butalsomaketheirwritinganddailycommunicationmorelogical.5.AnalysistheFactorstoImproveStudents’CriticalThinkinginEnglishTeachingTeachingisaneffectiveformofimpartingknowledgeandpromotingstudents’development.Itisalsothebasicwaytoachievethegoaloftraining.Howtoimprovestudents’criticalthinkingabilityisadifficultbutnecessaryproblem.Nowsomescholarshaveproposedsomewaystoimprovetheabilityofcriticalthinking.Forexample,anelectivecourseoncriticalthinkingisdirectlyprovided(HanShaojie,WangXiaoying,2009:67-70),butthedisadvantageofthismethodisthatthinkingitselfisarelativelyabstractthing,anditisdifficultforteacherstoexplainittostudentsdirectlyusingoralorbodylanguage.EspeciallyforEnglishmajors,itismoredifficulttoexplainthespecifictermsofcriticalthinking,sotheytendtointegratecriticalthinkingintoclassroomteaching.Throughthechangesofclassroomactivities,teachingformsandassessmentmethods,students’criticalthinkingiscultivatedandabstractthinkingisembodied.5.1ClassroomFactors5.1.1TransformationofClassroomFormatMostofthestudents’knowledgecomesfromtheclassroom,andtheteacher’sclassformplaysanimportantroleinstudentlearning.Agoodformofclassroomlearningisdefinitelynotthediscretionoftheteacher.Nowadays,theteacher-ledandstudent-centeredteachingstyleisadvocated.Teachersshouldnotonlygrasptheteachingscheduleofthecourse,butalsopayattentiontoerrorcorrectionintheusualclassprocess.Moreover,teacherscandesignrelevantteachingactivities,sothatstudentscangraduallyclarifythedifficultiesinpractice.Itismorebeneficialtocultivatestudents’criticalthinkingability.Theclassroomformpresentedbytheteacherintheclassroomshouldfullyreflectthecombinationofdirectexperienceandindirectexperience.Inotherwords,studentsthinkandsummarizeaccordingtothetheoreticalknowledgelearnedintheclassandcombiningwithspecificcontext.Letstudentsunderstandthenewknowledgemoreclearlyandcomprehensively.Andgraduallyimprovetheirthinkingabilitythroughthethinkingandresearchonspecificissues.Intheclass,theroleofteachersareasimportantasstudents.Andbothofthemshouldrespect,understandandtolerateeachother.Beforeeachclass,theteacheroughttopreparethelessonplaninadvanceandknowthekeypointsoftheclassclearly.Teacherscanlearnsomenewwaysofpresentingthelesson,suchasflippedclassroom.Inthisformofteaching,eachvideorecordedbytheteacherforeachlessonisaimedataspecificknowledgepoint.Andtheteachinggoalsareclear.Itisaccordingtostudentattentionconcentrationtimetoexplainknowledgepoint.Secondly,thiskindofclassformisalsoconducivetoimprovingstudents’acceptanceofknowledgepoints.TakeavideorecordedbySalmanKhan.Inhisvideo,theteacheronlyshowedhands,whichislessdistractingtostudentsthantraditionalfull-bodyorhalf-bodyvideos.Letthestudentsconcentratealltheirattentionontheknowledge.Thisformallowsstudentstoidentifytheirowndifficultpointsbeforeclassandimproveclassefficiency.Teachersshouldoftenencouragestudentstotaketheinitiativetothink,putforwardtheirownquestionsduringclass.Studentsshouldhavethecouragetoquestiontheopinionsoftheirclassmates,teachersandeventextbooks.Andbesuretoencouragestudentstoexpresstheirideas.Itisbeneficialtocultivatestudents’divergentthinkinggradually.Letstudentsbreakoutoftheoriginalmindoftheinherentthinkingset,andbebravetoexpresstheirviews.Teachersshouldgivecorrectevaluationopinionsonstudents’opinionsandquestionsinatimelymanner.Andtothereasonablepointofviewtogivetheadoptionoftheshortcomingsofthestudents’pointofviewcanguidestudentstocomplementeachother.5.1.2OrganizingClassroomActivitiesIn“AnthologyofMaoYidong’sAnthology”,itissaidthatpersistenceinpracticeisthesolecriterionfortestingtruth.Byrecordingshortvideosofrelatedlectures,heexplainedtostudentshowtowritewiththecorrectgrammarandtookthemhometowatch.Thenaskstudentstopracticewritingwithdocumentsduringclass.Thiswaynotonlyallowsstudentstounderstandthemaintheoreticalknowledgepointsofthisclassbeforeclass,butalsoletstudentstopreparetheirdoubtsbeforeclass,consulttheteacherintime,andmakefulluseoftheclasstime.Inaddition,studentscanalsofindtheirownshortcomingsineditingwhentheypracticeinclass.Thiswayofteachingistofocusonthestudents,adheretothepractice-based.AlthoughtheclassroomsizeinChinaisrelativelylarge,itmaynotbesuitableforthisteachingmethod,wecanconcludefromthiscasethat,theteacherwantstocleartheteachingmethodsforstudentsintheclassroomuseiseffective,studentsofthishighlyacceptedthewayofteachingisnothigh,whentheyhaveaproblemtomakestudentstothinkactively,andletthestudentsinatimelymannerwillownthoughtsontheproblemofverification,thestudentcometotheconclusionthatmoreeffective.TeacherscancombinethecharacteristicsoftheflippedclassroomwiththecurrentclassroomsituationinChina.Beforeclass:heuristicteaching.First,theteachershouldarrangethequestionsbeforethenextclasseverydaybeforeclass,arrangethestudentstopreview,andletthestudentstaketurnstodotheEnglishdutyreport.Forexample,whentakingsuchacourseasanintroductiontoculture,studentsarerequiredtointroducethelifeofrelevantcharactersaccordingtothecontentofthenextlesson.Beforestartingthenewclass,letthestudentsbrainstormfirst,thenletthestudentsfindoutbythemselves,putforwardquestions,deduceanddemonstratebythemselves,theninclass,letstudentsverify,analyzeandsummarizeafterclassaccordingtothenewlessoncontent,teacher’sexplanationandmutualdiscussionamongstudents.Next,letthestudentsguessthemainideaofthearticleaccordingtothetitleofthetext.Finally,askstudentstodrawwords,phrases,andsentencesthattheyarenotfamiliarwithorthattheythinkareimportantinthenewlesson,andputforwardsomequestionsworthyofdiscussioninclass.Andletthestudentstogetintothehabitofstudyingcarefullyandthinkingaboutvaluablequestionsinadvance.Teacherscangraspthelearningsituationofstudentsandtheirlearningneedsasawholebythestudent’feedback.Thismethodishelpfulforteacherstosetreasonableproblemsintheteachingprocess,accuratelygraspthedifficultiesanddifficultiesofthelesson,andtoaccuratelygraspthedirectionofthenextlessonpreparation.Inclass:Firstofall,whenexplaininganarticle,whenencounteringanewword,firstletthestudentscontactthemselvesbeforeandafterthesentencetoguesswhatthewordmeans.Intheprocessofanalyzingthetext,theteachershouldexplainclearlythepositiveornegativemeaningsofsomewordsexpressedinthetext,sothatthestudentscanaccuratelyunderstandtheauthor’swords,aswellashisattitudetowardssomething.Creatingcorrespondingexamplesentencestoallowstudentstousenewwordsflexiblyandhelpstudentsdeepentheirunderstanding.Inaddition,Theteacherissupposedtointroducetheinformationabouttheauthortothestudents,suchasthesocialstatuswhentheauthorwrotethearticle,andthestageoftheauthor’swritingcareer.Then,afteranalyzingthecontentofthetext,studentscansumupthecentralideaofthefulltext,whetheritisconsistentwiththeirguessornotbeforeclass.Finally,thestudentsdiscussthepurposeoftheauthor’swritingingroups,andevaluatetheauthor’spointo