DRTA教学法在初中英语阅读课堂中提升批判性思维的实践路径——以外研社九年级上册Module 3 Unit 2“Heroes”为例

The Practical Path of DRTA Teaching Method in Enhancing Critical Thinking in Junior High School English Reading Classes—A Case Study of “Heroes” in Module 3 Unit 2 of Grade 9 Volume 1 Published by Foreign Language Teaching and Research Press

摘要: 研究表明DRTA在初中英语阅读教学中培养学生的批判性思维、具体教学设计进行了介绍。DRTA教学模式的核心是以“预测–阅读–反思”为基本操作环节和教学设计，强调读者和文章之间的积极参与过程和思维过程。作者首先揭示DRTA背后的图式论、问题解决理论和批判性阅读策略的理论支撑，阐述DRTA培养学生批判性思维的重要性。接着详细设计DRTA教学方案，具体介绍了DRTA用于初中英语阅读课堂教学的具体操作步骤：通过创设情境，激活图式，在预测环节引导初中生主动预测；通过细读精注，在阅读环节引导初中生验证假设，深层次理解文章；通过比较、批判性思考、阐述自身观点，在反思环节提升学生的思辨品质和迁移运用能力，以白求恩的生平介绍的阅读语篇为载体，进行具体的实例设计。文章为初中英语阅读课堂教学提供有理、有依、有可操作性的指导意见，促进初中阶段英语课堂教学从注重知识向注重意义建构和思辨学习转变。

Abstract: Studies have shown that Directed Reading Thinking Activity (DRTA) can cultivate students’ critical thinking in junior high school English reading teaching, and this paper introduces specific teaching designs. The core of the DRTA teaching model lies in the basic operational steps and teaching design of “predicting-reading-reflecting”, emphasizing the process of active engagement and thinking between readers and the text. The author first reveals the theoretical underpinnings of DRTA, including schema theory, problem-solving theory, and critical reading strategies, and expounds on the importance of DRTA in cultivating students’ critical thinking. Then, a detailed DRTA teaching plan is designed, specifically introducing the concrete operational steps of applying DRTA in junior high school English reading classes: creating situations to activate schemas and guiding junior high school students to take the initiative in prediction during the prediction stage; guiding students to verify hypotheses and achieve in-depth understanding of the text through close reading and detailed annotation in the reading stage; and improving students’ thinking quality and transfer ability through comparison, critical thinking, and elaboration of their own viewpoints in the reflection stage. A specific case design is carried out using the reading text to introduce Norman Bethune’s life as the carrier. This paper provides reasonable, evidence-based, and operable guidance for junior high school English reading teaching, promoting the transformation of junior high school English classroom teaching from focusing on knowledge to emphasizing meaning construction and thinking-based learning.