读者反应批评理论视域下高中英语文学性文本教学中批判性思维培养研究

A Study on the Cultivation of Critical Thinking in the Teaching of Literary Texts in Senior High School English from the Perspective of Reader-Response Criticism Theory

摘要: 文章针对高中英语文学性文本阅读教学中的“思辨缺席”问题，基于读者反应批评理论，以寓言“The Stone in the Road”为例进行文本分析。研究发现，该文本通过在主题、人物、语言及叙事结构中创设召唤结构，构建出开放的意义空间，引导学生进行分析、推理与评价等高阶思维活动，蕴含显著的批判性思维培养潜力。研究进一步设计了以“解构叙事策略”为核心的课堂教学方案，通过层级化任务引导学生从被动接收转向主动建构意义。本研究为在高中英语课堂中依托教材文本实现“思辨引领”提供了理论依据与实践路径。

Abstract: This paper addresses the issue of “absence of critical thinking” in the teaching of literary text reading in senior high school English. Based on reader-response criticism theory, it conducts a textual analysis by taking the fable “The Stone in the Road” as a case study. The study finds that by constructing an appealing structure in its theme, characters, language, and narrative framework, the text creates an open semantic space, guiding students to engage in higher-order thinking activities such as analysis, reasoning, and evaluation, and thus demonstrating significant potential for fostering critical thinking. The study further designs a classroom teaching scheme centered on “deconstructing narrative strategies”, which guides students to shift from passive knowledge reception to active meaning construction through hierarchical tasks. This study provides theoretical foundations and practical approaches for the achievement of “critical thinking guidance” based on textbook texts in senior high school English classrooms.