指向思维品质发展的初中英语阅读教学策略探究

Research on Teaching Strategies for Cultivating Thinking Quality in Junior English Reading

摘要: 本研究聚焦初中英语阅读教学中的思维品质培养，结合课程标准及布鲁姆教育目标分类理论分析现状并提出策略。当前英语阅读教学存在重语言知识、轻思维培养文的问题。研究提出，教学需兼顾低阶与高阶思维协同发展：教师应先研读语篇，从主题内容、写作意图、语言结构挖掘文本的主题意义与育人价值；再设计阶梯式的活动逐步促进学生思维发展。读前通过头脑风暴、预测等激活学生思维，读中用信息标注、思维导图强化低阶思维，借角色扮演、辩论提升高阶思维，读后以续写、项目制作发展创造性思维。本研究以外研社七年级下册U4 The time eating monster为例，展示了读前预测、读中问题链分析、读后主题深化的实践过程，为初中英语阅读教学提升学生思维品质提供了可行路径。在阅读教学中教师需通过阶梯式活动与问题链，推动学生从文本表层理解向深层建构跨越，实现语言与思维能力的协同提升，落实核心素养育人目标。

Abstract: This study focuses on cultivating thinking qualities in junior high school English reading instruction. It analyzes the current situation and proposes strategies by combining the curriculum standards and Bloom’s taxonomy. Currently, a prominent issue in English reading instruction is the overemphasis on language knowledge while neglecting the cultivation of critical thinking skills. The study suggests that teaching should balance the development of both low-level and high-level thinking. Teachers should first study the text, exploring its thematic meaning and educational value from the perspectives of theme content, writing intention, and language structure. Then, they should design step-by-step activities to promote the gradual development of students’ thinking. In the before-reading stage, thinking is activated through brainstorming and prediction; in the while reading stage, low-order thinking is strengthened through information labeling and mind mapping, and high-order thinking is improved through role-playing and debates; in the post-reading stage, creative thinking is developed via continuation and project-based production. This study takes The Time Eating Monster, published by Foreign Language Teaching and Research Press, as an example, demonstrating the practical process of pre-reading prediction, while-reading analysis with question chains, and post-reading thematic deepening, providing a feasible path for improving students’ thinking qualities in junior high school English reading teaching. In reading teaching, teachers need to promote students’ transition from superficial understanding of the text to in-depth construction through step-by-step activities and question chains, to realize the coordinated improvement of language proficiency and thinking ability and fulfill the educational goal of cultivating core literacy.