Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis

Beigang Luo; Xuan Bai

doi:doi:10.11648/j.ijecs.20220705.12

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Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis

Beigang Luo, Xuan Bai

Published in International Journal of Education, Culture and Society (Volume 7, Issue 5)

Received: 26 August 2022 Accepted: 12 September 2022 Published: 21 September 2022

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Abstract

Critical thinking skills have become essential in developing students’ core literacies. However, in traditional English reading classes, teachers are mostly used to adopting the sponge method, which not only weakens students’ dominant position, but also hinders their innovative thinking and creativity, resulting in their inability to think and ask questions, thus failing to really develop their core literacies. Therefore, in the actual reading teaching, how to cultivate students’ critical thinking skills has become an urgent problem to be solved. This paper, based on critical thinking skills and their connotations, constructs a systematic critical reading teaching mode, which includes five progressive parts: discourse interpretation, discourse analysis, reasoning, evaluation, query and innovation, and proposes four strategies for developing critical thinking skills in English reading teaching in secondary school, namely, text language criticism, text detail criticism, text logic criticism and text structure criticism. Finally, this paper demonstrates how this critical reading teaching mode is practiced by using case analysis of the Unit 7 of the Eighth-grade English Textbook (Vol. 1) of the People’s Educational Press Edition, which can all verify the feasibility of this mode. With putting forward this critical reading teaching mode, this paper aims at providing a mode guidance for front-line English teachers’ reading teaching, so as to enrich the reading teaching mode, improve the effect of reading teaching, and exert positive impacts on the development of students’ core literacies.

Published in	International Journal of Education, Culture and Society (Volume 7, Issue 5)
DOI	10.11648/j.ijecs.20220705.12
Page(s)	236-244
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Junior English, Critical Thinking, The Construction of Reading Teaching Mode, Reading Strategies, Case Analysis

References

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[5]	Anderson, L. W.; Karthwohl, D. R.; Airasian. P. W. etc. A Taxonomy for Learning, Teaching, and Assessing-A Revision of Bloom’s Taxonomy of Educational Objectives [M]. New York: Person Education, Inc, 2001.
[6]	Zhang Sanxiang, Xie Weiwei. The Basis and Strategy of Critical Reading Theory [J]. Jiangxi Social Sciences, 2012, 32 (07): 261-262+264.
[7]	Tang Guangjie. Training Students’ Critical Reading Ability in English Reading Class [J]. Journal of Southwest University (Social Sciences Edition), 2009, 35 (02): 181-183.
[8]	Wei Ran. The Cultivation of Critical Thinking in English Reading Teaching [J]. Teaching&Administration, 2013 (27): 110-112.
[9]	Liu Hui, Hu Yangyang. A Brief Discussion on the Cultivation of Critical Thinking Skills in Secondary School English Reading Teaching [J]. Journal of Shanxi Normal University (Social Science Edition), 2014, 41 (S1): 163-164.
[10]	Herzog, D. A. Webster’s New World Essential Vocabulary [M]. New York: John Wiley & Sons Inc., 2004.
[11]	Yu Cuiye. Research on Cultivating Students’ Critical Thinking Skills in College English Teaching [J]. Journal of the Chinese Society of Education, 2015 (S1): 356-358.
[12]	Cui Yichen, Liu Qingyu, Li Fanshu. Implication and cultivation of critical thinking: from the perspective of radical constructivism [J]. Forum on Contemporary Education, 2018 (05): 89-94.
[13]	Wu Hongzhi. On Critical Thinking [J]. Journal of Guangzhou University (Social Science Edition), 2004 (11): 10-16+92-93.
[14]	Liu Suhua, Shi Yunyu. Application of Critical Reading Strategies in English Reading Teaching in High School [J]. Shanghai Research on Education, 2016 (10): 68-70+9.
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[16]	Dong Yan. Teaching Design of High School English Reading Based on Critical Thinking Skills [J]. Foreign Language Teaching in Schools (Middle Version), 2018 (3): 17-22.
[17]	Vygotsky, L. S. Thought and Language [M]. Cambridge: Harvard University Press, 1978.
[18]	Facione, P. A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction [R]. Cambridge: The MIT Press, 1986.
[19]	Cheng Xiaotang, Zhao Siqi. The Essential Connotation of Core Literacies of English Subject [J]. Curriculum, Teaching Material and Method, 2016 (5): 79-86.

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APA Style

Beigang Luo, Xuan Bai. (2022). Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis. International Journal of Education, Culture and Society, 7(5), 236-244. https://doi.org/10.11648/j.ijecs.20220705.12

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ACS Style

Beigang Luo; Xuan Bai. Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis. Int. J. Educ. Cult. Soc. 2022, 7(5), 236-244. doi: 10.11648/j.ijecs.20220705.12

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AMA Style

Beigang Luo, Xuan Bai. Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis. Int J Educ Cult Soc. 2022;7(5):236-244. doi: 10.11648/j.ijecs.20220705.12

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@article{10.11648/j.ijecs.20220705.12,
  author = {Beigang Luo and Xuan Bai},
  title = {Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis},
  journal = {International Journal of Education, Culture and Society},
  volume = {7},
  number = {5},
  pages = {236-244},
  doi = {10.11648/j.ijecs.20220705.12},
  url = {https://doi.org/10.11648/j.ijecs.20220705.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20220705.12},
  abstract = {Critical thinking skills have become essential in developing students’ core literacies. However, in traditional English reading classes, teachers are mostly used to adopting the sponge method, which not only weakens students’ dominant position, but also hinders their innovative thinking and creativity, resulting in their inability to think and ask questions, thus failing to really develop their core literacies. Therefore, in the actual reading teaching, how to cultivate students’ critical thinking skills has become an urgent problem to be solved. This paper, based on critical thinking skills and their connotations, constructs a systematic critical reading teaching mode, which includes five progressive parts: discourse interpretation, discourse analysis, reasoning, evaluation, query and innovation, and proposes four strategies for developing critical thinking skills in English reading teaching in secondary school, namely, text language criticism, text detail criticism, text logic criticism and text structure criticism. Finally, this paper demonstrates how this critical reading teaching mode is practiced by using case analysis of the Unit 7 of the Eighth-grade English Textbook (Vol. 1) of the People’s Educational Press Edition, which can all verify the feasibility of this mode. With putting forward this critical reading teaching mode, this paper aims at providing a mode guidance for front-line English teachers’ reading teaching, so as to enrich the reading teaching mode, improve the effect of reading teaching, and exert positive impacts on the development of students’ core literacies.},
 year = {2022}
}

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TY  - JOUR
T1  - Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis
AU  - Beigang Luo
AU  - Xuan Bai
Y1  - 2022/09/21
PY  - 2022
N1  - https://doi.org/10.11648/j.ijecs.20220705.12
DO  - 10.11648/j.ijecs.20220705.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 236
EP  - 244
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20220705.12
AB  - Critical thinking skills have become essential in developing students’ core literacies. However, in traditional English reading classes, teachers are mostly used to adopting the sponge method, which not only weakens students’ dominant position, but also hinders their innovative thinking and creativity, resulting in their inability to think and ask questions, thus failing to really develop their core literacies. Therefore, in the actual reading teaching, how to cultivate students’ critical thinking skills has become an urgent problem to be solved. This paper, based on critical thinking skills and their connotations, constructs a systematic critical reading teaching mode, which includes five progressive parts: discourse interpretation, discourse analysis, reasoning, evaluation, query and innovation, and proposes four strategies for developing critical thinking skills in English reading teaching in secondary school, namely, text language criticism, text detail criticism, text logic criticism and text structure criticism. Finally, this paper demonstrates how this critical reading teaching mode is practiced by using case analysis of the Unit 7 of the Eighth-grade English Textbook (Vol. 1) of the People’s Educational Press Edition, which can all verify the feasibility of this mode. With putting forward this critical reading teaching mode, this paper aims at providing a mode guidance for front-line English teachers’ reading teaching, so as to enrich the reading teaching mode, improve the effect of reading teaching, and exert positive impacts on the development of students’ core literacies.
VL  - 7
IS  - 5
ER  -

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Author Information

Beigang Luo

School of Foreign Languages, Shihezi University, Shihezi, China
Xuan Bai

School of Foreign Languages, Shihezi University, Shihezi, China

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Plain Text BibTeX RIS

APA Style

Beigang Luo, Xuan Bai. (2022). Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis. International Journal of Education, Culture and Society, 7(5), 236-244. https://doi.org/10.11648/j.ijecs.20220705.12

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ACS Style

Beigang Luo; Xuan Bai. Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis. Int. J. Educ. Cult. Soc. 2022, 7(5), 236-244. doi: 10.11648/j.ijecs.20220705.12

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AMA Style

Beigang Luo, Xuan Bai. Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis. Int J Educ Cult Soc. 2022;7(5):236-244. doi: 10.11648/j.ijecs.20220705.12

Copy | Download

@article{10.11648/j.ijecs.20220705.12,
  author = {Beigang Luo and Xuan Bai},
  title = {Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis},
  journal = {International Journal of Education, Culture and Society},
  volume = {7},
  number = {5},
  pages = {236-244},
  doi = {10.11648/j.ijecs.20220705.12},
  url = {https://doi.org/10.11648/j.ijecs.20220705.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20220705.12},
  abstract = {Critical thinking skills have become essential in developing students’ core literacies. However, in traditional English reading classes, teachers are mostly used to adopting the sponge method, which not only weakens students’ dominant position, but also hinders their innovative thinking and creativity, resulting in their inability to think and ask questions, thus failing to really develop their core literacies. Therefore, in the actual reading teaching, how to cultivate students’ critical thinking skills has become an urgent problem to be solved. This paper, based on critical thinking skills and their connotations, constructs a systematic critical reading teaching mode, which includes five progressive parts: discourse interpretation, discourse analysis, reasoning, evaluation, query and innovation, and proposes four strategies for developing critical thinking skills in English reading teaching in secondary school, namely, text language criticism, text detail criticism, text logic criticism and text structure criticism. Finally, this paper demonstrates how this critical reading teaching mode is practiced by using case analysis of the Unit 7 of the Eighth-grade English Textbook (Vol. 1) of the People’s Educational Press Edition, which can all verify the feasibility of this mode. With putting forward this critical reading teaching mode, this paper aims at providing a mode guidance for front-line English teachers’ reading teaching, so as to enrich the reading teaching mode, improve the effect of reading teaching, and exert positive impacts on the development of students’ core literacies.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Critical Reading Teaching Mode: Connotation, Manipulation, and Case Analysis
AU  - Beigang Luo
AU  - Xuan Bai
Y1  - 2022/09/21
PY  - 2022
N1  - https://doi.org/10.11648/j.ijecs.20220705.12
DO  - 10.11648/j.ijecs.20220705.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 236
EP  - 244
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20220705.12
AB  - Critical thinking skills have become essential in developing students’ core literacies. However, in traditional English reading classes, teachers are mostly used to adopting the sponge method, which not only weakens students’ dominant position, but also hinders their innovative thinking and creativity, resulting in their inability to think and ask questions, thus failing to really develop their core literacies. Therefore, in the actual reading teaching, how to cultivate students’ critical thinking skills has become an urgent problem to be solved. This paper, based on critical thinking skills and their connotations, constructs a systematic critical reading teaching mode, which includes five progressive parts: discourse interpretation, discourse analysis, reasoning, evaluation, query and innovation, and proposes four strategies for developing critical thinking skills in English reading teaching in secondary school, namely, text language criticism, text detail criticism, text logic criticism and text structure criticism. Finally, this paper demonstrates how this critical reading teaching mode is practiced by using case analysis of the Unit 7 of the Eighth-grade English Textbook (Vol. 1) of the People’s Educational Press Edition, which can all verify the feasibility of this mode. With putting forward this critical reading teaching mode, this paper aims at providing a mode guidance for front-line English teachers’ reading teaching, so as to enrich the reading teaching mode, improve the effect of reading teaching, and exert positive impacts on the development of students’ core literacies.
VL  - 7
IS  - 5
ER  -

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