AStudyontheCultivationStrategyofCriticalThinkinginHighschoolEnglishReadingAbstractCriticalthinking,asacorecompetencyinthe21stcentury,isbecomingincreasinglyimportant.Thisstudyfocusesoncultivatingcriticalthinking.ItaimstoexplorethecurrentstatusofcriticalthinkingcultivationinhighschoolEnglishreadinginstruction,identifythereasonsaffectingthiscultivation,anddiscusshowtomoreeffectivelyfosterstudents’criticalthinkingstrategiesinhighschoolEnglishreadingclasses.Thisstudycollecteddatathroughquestionnaires,classroomobservations,andinterviews.Theresearchfocusedon48studentsfromahighschoolinChongzuoCity,Guangxi,investigatingthecurrentstatusofstudents’criticalthinkingstrategiesacrosssevendimensions:prediction,analysis,evaluation,inference,questioning,summarization,andassessment.ClassroomobservationswereconductedforsixEnglishreadingclassestodocumentteachers’instructionalbehaviorsrelatedtocriticalthinkingcultivation.Additionally,threeEnglishteacherswereinterviewedtoexploretheteachingchallengesandimprovementdirectionsinfosteringcriticalthinking.Researchfindings:Studentsperformwellinbasicstrategiessuchaspredictionandannotation,buttheysignificantlyfallshortinhigher-orderstrategieslikeanalysis,questioning,andevaluation;althoughteachershaveattemptedtoincorporateactivitieslikedebatesandrole-playing,theseeffortsareconstrainedbytimepressure,limitedvocabularyamongstudents,andtheorientationtowardsstandardizedexams,leadingtoweakdesigninquestioningandevaluationcomponents;teachingevaluationsoverlyrelyonstandardanswers,whichstiflesindependentthinkingamongstudents.Keywords:criticalthinking;cultivationstrategy;Englishreading高中英語(yǔ)閱讀中的批判性思維培養(yǎng)策略研究摘要批判性思維作為21世紀(jì)核心素養(yǎng)的重要性日益凸顯，本研究以批判性思維培養(yǎng)為核心。旨在探索目前高中英語(yǔ)閱讀教學(xué)中批判性思維培養(yǎng)現(xiàn)狀和影響高中英語(yǔ)閱讀教學(xué)批判性思維培養(yǎng)存在的原因以及如何在高中英語(yǔ)閱讀教學(xué)中更加有效地培養(yǎng)學(xué)生的批判性思維。本研究通過問卷調(diào)查、課堂觀察和訪談收集數(shù)據(jù)。以廣西崇左市某高中48名學(xué)生為對(duì)象，從預(yù)測(cè)、分析、評(píng)注、推斷、質(zhì)疑、總結(jié)和評(píng)價(jià)七個(gè)維度調(diào)查學(xué)生批判性思維策略使用現(xiàn)狀；對(duì)6節(jié)英語(yǔ)閱讀課進(jìn)行課堂觀察，記錄教師批判性培養(yǎng)方面的教學(xué)行為；并對(duì)3位英語(yǔ)教師進(jìn)行訪談，探討批判性思維培養(yǎng)中面臨的教學(xué)挑戰(zhàn)與改進(jìn)方向。研究發(fā)現(xiàn)：學(xué)生在預(yù)測(cè)、和評(píng)注、等基礎(chǔ)策略上表現(xiàn)較好，但在分析、質(zhì)疑、評(píng)價(jià)等高階策略上顯著不足；教師雖嘗試融入辯論、角色扮演等活動(dòng)，但受限于課時(shí)壓力、學(xué)生詞匯量不足、及標(biāo)準(zhǔn)化考試導(dǎo)向，質(zhì)疑與評(píng)價(jià)環(huán)節(jié)設(shè)計(jì)薄弱；教學(xué)評(píng)價(jià)過度依賴“標(biāo)準(zhǔn)答案”，抑制學(xué)生獨(dú)立思考。關(guān)鍵詞:批判性思維；培養(yǎng)策略；英語(yǔ)閱讀ContentsI.IntroductionTOC\o"1-3"\u1.1ResearchBackgroud 11.2ResearchObjectives1.3SignificanceoftheResearch1.4StructureoftheThesisII.LiteratureReview 22.1DefinitionofCriticalThinking2.2ResearchonCriticalThinkingDomesticallyandInternationally2.2.1ResearchAboroad 22.2.2ResearchatHome 22.3TheoreticalBasis2.3.1ConstructivistLearningTheory2.3.2SchemaTheoryⅢ.ResearchDesign 3.1ResearchQuestions3.2ResearchSubjects3.3ResearchInstruments3.3.1Questionnaires3.3.2ClassroomObservationScale3.3.3Interview3.4ResearchProcedure3.4.1Pre-researchpreparationstage3.4.2Researchandimplementationstage3.4.3ResearchresultanalysisstageⅣResultsandDiscussion 4.1TheCurrentSituationofCriticalThinking4.1.1ResultsandAnalysisoftheQuestionnaires 24.2Analysisofinfluencialfactorsaffectingthecultivationofstudents'criticalthinking2 24.2.1ResultsandAnalysisoftheClassroomObservation 24.2.3ResultsandAnalysisoftheInterview 24.3StrategiesforcultivatingcriticalthinkinginhighschoolEnglishreadingⅤ.Conclusion 25.1Implications 25.2Limitations 25.3SuggestionsforFurtherResearch 2Bibliography 3Appendix 4Acknowledgements 5Chapter1IntroductionThischapterintroducestheresearchbackground,researchobject,researchsignificanceandpaperstructureofthisstudy.1.1ResearchBackgroundAmidglobalizationandinformatization,educationfacestransformativedemandsastraditionalmodelsstruggletocultivateinnovativetalents.SeniorhighschoolEnglishreadinginstructionoftenprioritizesvocabularydrillsandcomprehensiontechniquesovercriticalthinkingdevelopment.Thisoversightleavesstudentsill-equippedtoactivelyanalyze,evaluate,orformindependentjudgmentsaboutdiverseEnglishtextsencountereddaily–fromauthenticmaterialstomisleadingcontent.Theabsenceofcriticalthinkingtraininginreadingclassesperpetuatespassiveinformationconsumption,hinderingstudents'abilitytodiscerncrediblesources,synthesizeideas,anddeveloporiginalperspectives.Thisgapcontradictsmoderneducationalreformsemphasizingcognitiveskillcultivation.Globally,educationsystemsincreasinglyrecognizecriticalthinkingasfoundationalfor21st-centurylearners,demandingcurricularintegration.IntegratingcriticalthinkingintoEnglishreadinginstructionaddressesdualimperatives:enhancingtextinterpretationthroughquestioningassumptionsandbiases,whilestrengtheninginformationliteracyinourdigitalage.Benefitsextendbeyondlanguagemastery,fosteringanalyticalreasoning,evidence-basedargumentation,andinnovativeproblem-solving.Suchintegrationtransformsreadingfromreceptiveskillpracticeintointellectualempowerment,preparingstudentstonavigatecomplexinformationlandscapes.1.2ResearchObjectivesThepurposeofthisstudyistoexplorethecultivationstrategiesofcriticalthinkinginhighschoolEnglishreadingteaching,inordertoprovideeffectiveteachingreferenceandguidanceforhighschoolEnglishteachersandimprovestudents'readingandthinkingability.Specificresearchobjectivesareasfollows:Analysisofcurrentsituation:Throughliteraturereviewandfieldinvestigation,thispaperdeeplyunderstandsthecurrentsituationofcriticalthinkingtraininginseniorhighschoolEnglishreadingteaching,includingteachers'teachingconcepts,teachingmethodsandteachingevaluation,andfindsoutexistingproblemsandshortcomings.Explorationstrategies:Basedontheanalysisofthecurrentsituation,combinedwiththecognitivecharacteristicsandEnglishlearningneedsofhighschoolstudents,exploreeffectivecriticalthinkingtrainingstrategies.ThesestrategiesshouldnotonlyconformtothelawofEnglishreadingteaching,butalsostimulatestudents'thinkingvitalityandimprovetheircriticalthinkingability.Verificationeffect:Throughinvestigationresearch,acertainnumberofhighschoolstudentsandEnglishteachersareselectedasresearchobjects,andtheproposedcriticalthinkingtrainingstrategyisappliedtoactualteachingtoverifyitseffectivenessandfeasibility.Atthesametime,feedbackfromstudentsandteacherswascollectedtofurtherimproveandoptimizethestrategy.Providereference:TheresearchresultsofthisstudywillbesortedoutandsummarizedtoformasetofscientificandcompletecriticalthinkingtrainingstrategysysteminhighschoolEnglishreadingteaching,soastoprovidecomprehensiveteachingreferenceandguidanceforhighschoolEnglishteachers.Throughthisstudy,acriticalthinkingtrainingstrategysystemsuitableforseniorhighschoolEnglishreadinginstructionwillbedevelopedtoassistteachersincultivatingstudents'analyticalabilitieswhileenhancingtheirreadingproficiencyandcomprehensiveskills.Additionally,theresearchaimstoprovidevaluableinsightsforsubsequentstudiesandadvancethereformandinnovationofhighschoolEnglishreadingpedagogy.1.3SignificanceoftheResearchThisstudyhasimportanttheoreticalandpracticalsignificance,whichisembodiedinthefollowingaspects:SignificanceoftheTheoretical：EnrichingandimprovingthetheoreticalsystemofhighschoolEnglishreadingteaching.ThisstudyintroducescriticalthinkingintoseniorhighschoolEnglishreadingteaching,exploresitstrainingstrategies,andprovidesanewperspectiveandthinkingforthetheoreticalresearchofEnglishreadingteaching.Promotingthefurtherdevelopmentofrelevanttheories.Throughin-depthanalysisoftheroleandsignificanceofcriticalthinkinginhighschoolEnglishreadingteaching,thisstudywillpromotetheintegrationandinnovationofrelevanttheoriesandprovidetheoreticalbasisandsupportforsubsequentresearch.SignificanceofthePractical:ProvidingpracticalcriticalthinkingtrainingstrategiesforhighschoolEnglishteachers.ThisstudywillcombinethecognitivecharacteristicsandEnglishlearningneedsofhighschoolstudents,andputforwardasetofscientificandcompletecriticalthinkingtrainingstrategysystemtoprovidespecificteachingreferenceandguidanceforteachers.Improvingstudents'readingandthinkingskills.Throughtheapplicationofthecriticalthinkingtrainingstrategyproposedinthisstudy,students'learninginterestandthinkingvitalitycanbestimulated,theirreadingliteracyandcomprehensivequalitycanbeimproved,andasolidfoundationcanbelaidfortheirfuturestudyandlife.PromotingthereformanddevelopmentofEnglishreadingteachinginseniorhighschools.ThisstudyintegratescriticalthinkingintoseniorhighschoolEnglishreadingteaching,providesnewideasandmethodsforthereformofreadingteaching,andpromotestheinnovationanddevelopmentofEnglishreadingteaching.Tosumup,thisstudyhasimportanttheoreticalandpracticalsignificance,andplaysapositiveroleinimprovingthequalityandeffectofseniorhighschoolEnglishreadingteachingandcultivatingstudents'criticalthinking.WehopethatthisstudycancontributetothereformanddevelopmentofEnglishreadingteachinginseniorhighschool.1.4StructureoftheThesisThisarticleisdividedintofivemainsections.Thefirstsectionservesasanintroduction,providingbackgroundinformationonthestudy,itssignificance,innovativeaspects,andtheresearchframework.Thesecondsectionoffersaliteraturereview,summarizingdomesticandinternationalresearchfindingsoncriticalthinking.Thethirdsectiondetailstheresearchdesign,includingthestudy'ssubjects,methods,process,anddatacollection.ThefourthsectionpresentstheresultsoftheresearchonhighschoolEnglishreadinginstructionbasedoncriticalthinking.Finally,thefifthchapterprovidesrecommendationsforhighschoolEnglishreadinginstructionbasedontheanalysisoftheresults.Chapter2LiteratureReviewThischapterdiscussesthecriticalconcept,criticalthinkingresearchandtheoreticalbasisathomeandabroad.2.1DefinitionofCriticalThinkingCriticalthinkingisahigher-orderthinkingabilitythatemphasizestheanalysis,evaluation,andreflectionofinformation.Itrequiresindividualstothinkindependentlywhenfacingproblems,nottoblindlyacceptsuperficialinformation,buttoformtheirownjudgmentsthroughlogicalreasoning,evidenceanalysis,andmulti-perspectivethinking.Thecorecharacteristicsofcriticalthinkinginclude:analyticalability(capableofbreakingdowncomplexproblems),evaluativeability(capableofjudgingthereliabilityandvalueofinformation),reasoningability(capableofdeducingreasonableconclusionsfromknowninformation),andreflectiveability(capableofexaminingandimprovingone'sownthinkingprocess).Inthefieldofeducation,criticalthinkingisregardedasoneofthecoregoalsforfosteringstudents'independentthinkingandinnovativeabilities.HighschoolEnglishreadingprovidesanimportantplatformforthecultivationofcriticalthinking.Duringthereadingprocess,studentsneednotonlytounderstandtheliteralmeaningofthetextbutalsotoanalyzeandevaluatetheviewpoints,arguments,andlogicwithinthetext.Forexample,studentscanexercisetheircriticalthinkingskillsbyanalyzingtheauthor'swritingintentions,identifyingbiasesinthetext,andcomparingthereasonablenessofdifferentviewpoints.Atthesametime,theimprovementofcriticalthinkingalsohelpsstudentstounderstandthereadingmaterialmoredeeply,therebyenhancingreadingefficiencyandeffectiveness.Therefore,highschoolEnglishreadingandthecultivationofcriticalthinkingcomplementeachother.2.2ResearchonCriticalThinkingDomesticallyandInternationallyEnglishpossessesthecharacteristicsofaharmoniousintegrationofhumanityandinstrumentality.Accordingtothe2017editionoftheHighSchoolEnglishCurriculumStandards,highschoolEnglishreadinginstructionshouldemphasizethecultivationofstudents'coreEnglishliteracyandtheshapingoftheirthinkingquality."Teachersshoulddesigncomprehensive,interconnected,andpracticalEnglishlearningactivitiestodevelopstudents'diversethinkingandcriticalthinking,andtoenhancetheirEnglishlearningandapplicationabilities."Itisevidentthatcriticalreadingstrategiesarecrucialforfosteringstudents'criticalthinkingandimprovingtheirthinkingabilities,andtheyalsohaveapositiveimpactonimprovingthecurrentstateofhighschoolEnglishreadinginstruction.InthecurrenthighschoolEnglishteaching,cultivatingstudents'criticalthinkingisanindispensableandimportantaspect.2.2.1ResearchonDomesticReadingStrategiesofCriticalThinkingAttheendofthe20thcentury,domesticscholarsbegantofocusonthestudyofcriticalreadingstrategies,withmostscholarspayingcloseattentiontoitsconnotation,definition,implementationstrategies,andotherrelatedtheoreticalfoundations.WangZhijie(2019)focusedhisresearchperspectiveonuniversityEnglishclassrooms,byreviewingStephenBrookfield's"TeachingandLearningCriticalThinking,"advocatedforaskingmorequestionsfromaphilosophicalperspectivesuchas"whyisitso,"andcreateddifferentsituationalneedstoexplorehowtoimplementcriticalthinkingteachinginuniversityEnglishreadingclasses.JiangGuoyun(2021)pointedoutthatarticlesshouldstartfromtheperspectiveofthinkingdevelopment,proposingspecificteachingstrategiesforimplementingcriticalreadinginthe"Let'sAskClassroom,"whichinvolvesusingcriticalthinkingmethodssuchasprediction,analysis,questioning,inference,summarization,andevaluationduringthereadingprocesstodevelopstudents'independentthinkingabilities.MaLi(2022)proposedthatteacherscanimprovestudents'threecoreskillsofanalysis,evaluation,andreasoningthroughquestiondesignandputforwardseven-stepspecificteachingstrategies,namely,cleverlysettingquestionsbeforereading,conductingbrainstorming,activatingdivergentthinking,observingpicturesforeffectivequestioning,enhancingstudents'analyticalabilities,skillfullyusingtitleinformation,posingquestionstoinitiateassociativethinking;duringreading,continuouslyaskingquestions,clarifyingthearticle'sclues,cultivatinglogicalthinking,understandingtheconnotationsofwords,askingin-depthquestions,exploringrepeatedreading,designing"scaffoldingquestions,"graspingthemainideaandconnotationsoftheentiretext;afterreading,cleverlysettingpost-readingactivities,proposingcreativequestions,encouraginginnovativethinking,therebycultivatingtheircriticalthinkingabilities.XuJinyun(2024)tookstudentsfromtwoparallelclassesofthefirstyearinamiddleschoolinWuhuCityasthesubjectsofthestudy,totaling105students.Oneclassservedastheexperimentalclass(EC),andtheotherasthecontrolclass(CC),mainlyexploringtheapplicationoftheKWL+teachingmodelinhighschoolEnglishreadingteaching,adoptingtheKWL+teachingmodelforateachingpracticeofnearlythreemonths.TheresearchresultsfoundthatthereadingabilitiesoftheexperimentalclassstudentswhoadoptedtheKWL+teachingmodelimprovedindetailacquisition,reasoningjudgment,wordmeaningguessing,andsummarizingthemainidea,especiallytheimprovementinreasoningjudgmentwasmostsignificant,whiletheimprovementincriticalthinkingabilitiesofthecontrolclassstudentswasnotobvious.ThisindicatesthattheKWL+teachingmodelcaneffectivelyenhancehighschoolstudents'Englishreadingabilitiesandcriticalthinking.Thismodelencouragesstudentstothinkactivelyanddelvedeeply,whichhelpsstudentsbetterunderstandandanalyzereadingmaterials,therebyimprovingtheirlanguageandthinkingabilities.2.2.2InternationalResearchTrendsinReadingStrategiesofCriticalThinkingInWesterncountries,thetermcriticalreadingcanbetracedbacktoSocrates'midwiferymethod.Socratesbelievedthatthebestwaytoteachstudentsknowledgeisthroughaseriesofcarefullydesignedquestionstoguidestudents'thinking,questiontheirassumptionsandbeliefs,makethemawareofthelimitationsoftheirknowledge,shaketheargumentsoftheotherparty,pointouttheotherparty'signorance,andfinally"midwife"themtoachieveadeeperunderstandingandrecognitionthroughself-explorationanddialogue.However,itwasnotuntilthe1970sthatsystematicinquiryintocriticalreadingbeganabroad.WesternscholarFlynn(1989)classifiedcriticalreadingstrategiesinto:preview,annotation,summary,analysis,questioning,prediction,andevaluation.Silberstein(2002)pointedoutthatinthereadingprocess,readersshouldapplycriticalreadingstrategies.First,studentsshouldquicklyskimthearticletograspitsmaincontent;second,duringin-depthreading,studentsneedtodiscerntheauthor'sviewpointandidentifythedetailsandfactsinthearticle;finally,throughaskingquestionsandsummarizing,studentscanachieveadeeperunderstandingofthearticle.Al-Emami(2019)investigatedinanotherstudyhowcognitiveandmetacognitivestrategiesimprovestudents'comprehensioninthreesub-skillsofreading,namelycomprehension,criticalthinking,andqualityschemata.Thestudyshowedthatcognitiveandmetacognitivestrategies,bylinkingstudents'priorknowledgewithexistinginformation,improvedstudents'readingabilitiesandcultivatedtheircriticalthinkingskills.Inaddition,studentswereabletoanswerthequestionstheypredictedafterreadingthetargettext.Zare,Barjesteh,andBiria(2021)conductedastudyonthepotentialimpactofcriticalthinking-orienteddynamicassessment(CT-DA)onEnglishlanguagelearners'readingcomprehensionabilities,using21Iranianlanguagelearnersassubjects.Theytestedthestudents'readingabilitiesafterusingmethodsthatfocusoncriticalthinking.Theresultsshowedthatstudentswhousedthismethodperformedbetterthanthosewhodidnot,andtheinterventionduringthedynamicassessmentprocesscouldimprovelearners'readingcomprehensionabilities.Jamil,M.,Anwar,M.,&Ali,M.J.(2024)selectedaresearchsampleof100Englishteachers(withanequalnumberofmalesandfemales)throughrandomsamplingfromdifferentschoolsinPunjabProvince,Pakistan,foraquantitativedescriptivestudy.ThestudyinvestigatedtheviewsofEnglishteachersatthesecondarylevelonfosteringcriticalthinkingabilitiesinEnglishteaching,anddataanalysiswasconductedusingSPSS-20software.ThesurveyresultsshowedthatEnglishteachersadoptaseriesoftechniquesintheclassroomtocultivatecriticalthinking.Therefore,90%oftherespondentsagreedthattheyusedvariousmethodsforthispurpose,especiallyquestioning(95%)asastrategytocultivatecriticalthinkingabilities.Insummary,researchresultsoncriticalreadingbothdomesticallyandinternationallyalsoindicatethatcriticalthinkingreadingstrategieshavebeensystematicallydeveloped.Althoughdomesticresearchoncriticalthinkingreadingstartedlaterandisstillintheexperimentalstageinlanguageteaching,explorationofcriticalthinkingcultivationmodelsisalsointhetheoreticalconceptionstage,andtheapplicationandguidanceforpracticalteachingstillrequirealotofargumentation,itsdevelopmentisrapid.Inrecentyears,scholarsbothdomesticallyandinternationallyhavemaintainedhigh-frequencydiscussionsonthetheoreticalconstructionandpracticalapplicationofcriticalreadingstrategies,especiallywithempiricalstudiesincreasingyearbyyear,indicatingthatthistopicremainscutting-edgeandvaluableforresearch.Intermsofresearchfocus,foreignstudiesoftenconcentrateontheempiricaleffectsofdynamicassessment,cognitivestrategies,andspecificteachingmodels(suchasCT-DAandKWL+),whiledomesticstudiesprimarilyexploretheoriesofcriticalthinkingskillsinhighereducation,withrelativelyscarcepracticalresearchatthehighschoollevel.Theempiricalresearchessuchasmulti-dimensionaldynamicevaluationandcognitivestrategyabroadprovidegoodreferenceforthepracticeresearchofbasiceducationinChina.Theinnovationofthispaperliesin:ononehand,shiftingtheresearchsubjecttohighschoolstudents,fillingtheempiricalgapinbasiceducation;Currently,researchbothdomesticallyandinternationallyisstillmainlytheoretical,buttheproportionofempiricalstudieshasgraduallyincreasedinrecentyears,commonlyusingmethodssuchasquestionnairesurveys,experimentalcontrols,anddynamicassessments.Thispapercombinesquantitativedataanalysis(criticalthinkingscales)withqualitativeobservations(suchasclassroominteractionrecords)toverifytheeffectivenessofteachingstrategies.Thisapproachnotonlydrawsonthelogicofforeigndynamicassessmentbutalsotakesintoaccountthelocalteachingcontext,providingmorepracticalsolutionsforcultivatingcriticalthinking.2.3.TheoreticalBasis2.3.1ConstructivistLearningTheorySwisspsychologistJeanPiagetfirstintroducedtheconceptofconstructivismin1966andpublished"ThePrinciplesofGenerativeEpistemology"in1970,primarilyelucidatinghowknowledgeisformedanddeveloped,andhowmeaningisreasonablyconstructed.Guidedbyconstructivisttheory,constructivistlearningtheorypositsthatlearninginvolvesstudentsbuildingnewknowledgeandexperiencesonthebasisoftheirexistingknowledgeandexperience.Inotherwords,studentsactivelyconstructnewknowledge,selectingandprocessinginformationbasedontheirownexperientialbackgrounds,andinteractingwitholdknowledgetobuildameaningfulunderstandingofnewknowledge.Intheteachingofcriticalreadingstrategies,Englishteachersshouldassumetherolesoforganizer,guide,andparticipantinclass.First,theymustfocusonthestudents—themainsubjectsofinstruction—takingtheirinterests,levels,andpracticalexperiencesasthestartingpointtoorganizecoursecontentanddesignclassroomactivities,employingeffectivemethodstostimulatestudents'understandingandapplicationofcriticalreadingstrategies.Atthesametime,studentsshouldactivelyparticipateinthementalactivitiesoftheclass,deeplyunderstandandanalyzethemeaningoftexts,generatenewperspectivesandinsightsaboutarticles,anddevelopcriticalthinking.Second,teachersshouldpayattentiontotheselectionofteachingmaterialsandcontent,leveragingtheimportantroleofcontextinfosteringstudents'thinkingduringtheteachingofcriticalreadingstrategies.Thetypesandcontentofteachingtextsshouldbediverse,creatingdifferentlanguageenvironmentstohelpstudentsbetterapplycriticalreadingstrategies.Finally,intermsofteachingmethods,teachersshouldencouragecooperativelearningandinquiry-basedlearning,facilitatingcommunicationandinteractionbetweenstudentsandauthorsthroughindependentstudyandcollaborationwithothers,buildingtheirownunderstandingandrecognitionofthetext.Therefore,fromtheperspectiveofthinkingcultivation,constructivistlearningtheoryhasacertainguidingroleinteachingandlearningcriticalreadingstrategies,sothatlearnerscanformcriticalandcreativeopinionsinlearningandthinking.2.3.2SchemaTheoryIntermsofknowledgerepresentationandstorage,theyarebasedonthesametheme,andarebuiltonthisbasisTheschematheory,aproductofGestaltpsychology(theGestaltPsychology),wasdevelopedbytheBritishphysicistBartlett,whomadeitclearthatschemasarebuiltupusingathemetoorganizepastresponsesandexperiences.Currently,theconceptofschema,whichiswidelyrecognizedinacademiccircles,actuallyoriginatedfromBritishpsychologistBartlett(1932).Hisschematheoryisastudyofmentalstructures.Hebelievedthatschemasareessentiallybackgroundknowledgethatindividualsusewhenunderstandingandrecallingtexts.Therefore,comprehensionistheresultoftheinteractionbetweenbackgroundknowledgeandtext,wherethetextcantriggerrelevantpriorinformationorschemasinthereader.Thus,thebackgroundknowledgethathasbeenabstractedandgeneralizedbyindividualsisreferredtoas"schemas."Wheninterpretingnewphenomenaandinformation,peopleoftenrelyontheirexistingbackgroundknowledgeforexplanation,whichmeansexplainingbasedonschemas.Properlyactivatinganappropriateorcompleteschemacanenhanceone'sunderstandingofagiventhing.Schemascomeinvariousforms,formingasystemthatisopen-ended,witheachexistingschemahavingablankspacewaitingfornewinformationtofillit."Duringstudents’readingprocessofatext,relevantschemasnaturallyemergefromtheirexistingknowledgeandexperiences.Theymentallysearchthroughpreviouslyacquiredknowledge,integrateitwiththetextualcontent,andconstructamainframeworkintheirmindsthroughtheestablishedconnections.Subsequently,theyapplytheircriticalthinkingskillstoanalyzeandinterpretthetextfromcriticalandinnovativeperspectives,therebyachievingamorecomprehensiveunderstandingofthecontent."ThispaperisbasedontheintegrationofthetheoreticalframeworkintheresearchofcriticalthinkinginEnglishreadingindomesticandforeignliterature,andabsorbsthecoreviewpointsofconstructionistlearningtheoryandschematheorytoguidetheconstructionofteachingmodeinthecultivationofcriticalthinkinginEnglishreadinginthisstudy.Chapter3ResearchDesignThischapteristheoveralldesignpartofthestudy,whichwillbestudiedfromtheresearchproblem,researchobject,researchmethodandresearchprocess.Theprocessisintroducedasfollows:3.1ResearchQuestionsInthisstudy,theresearchmethodsofquestionnairesurvey,classroomobservationandinterviewwereusedtoinvestigatethecurrentsituationofcriticalthinkingcultivationinhighschoolEnglishreadingteaching.Thespecificproblemsareasfollows:1.WhatisthecurrentsituationofcriticalthinkingcultivationinhighschoolEnglishreadingteaching?2.Whataretheinfluentialfactorsforthep