基于泰勒课程原理的高中英语阅读教学中批判性思维培养路径研究

A Study on the Pathways to Cultivate Critical Thinking in Senior High School English Reading Teaching Based on Tyler’s Curriculum Theory

摘要: 泰勒在《课程与教学的基本原理》中强调，课程设计需通过“目标设定–经验选择–内容组织–效果评价”四环节实现教育目标。思维品质作为英语学科核心素养四个维度之一，需通过系统化课程设计落实。当前高中英语阅读教学普遍存在“重语言知识、轻思维训练”的问题，课堂教学往往侧重于词汇、语法及文本信息的获取，学生主要停留在表层理解和信息提取层面，缺乏对文本的深度分析、推理判断及批判性思维能力的培养。基于此，本文将泰勒原理与批判性思维能力培养相结合，探讨适用于高中英语阅读教学的课程设计策略，以“Tu Youyou Awarded Nobel Prize”一课为例，构建结构化教学框架，以促进“语言学习”与“思维发展”的深度融合，提升学生的阅读理解能力与高阶思维能力，为英语学科核心素养的全面培养提供新的思路。

Abstract: In Basic Principles of Curriculum and Instruction, Tyler emphasizes that curriculum design must achieve educational objectives through a four-step process: “setting objectives-selecting experiences-organizing content-evaluating effectiveness”. As one of the four key dimensions of English core competencies, thinking quality needs to be cultivated through systematic curriculum design. Currently, senior high school English reading instruction often prioritizes language knowledge over thinking training, with classroom teaching focusing mainly on vocabulary, grammar, and text information acquisition. Students tend to remain at the level of surface comprehension and information extraction, lacking in-depth analysis, reasoning, judgment, and the development of critical thinking skills. Based on this, this paper integrates Tyler’s principles with the cultivation of critical thinking skills, exploring curriculum design strategies suitable for senior high school English reading instruction. Taking the lesson “Tu Youyou Awarded Nobel Prize” as an example, a structured teaching framework is constructed to promote the deep integration of “language learning” and “thinking development”, enhance students’ reading comprehension and higher-order thinking skills, and provide new insights for the comprehensive cultivation of English core competencies.