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Training Critical Thinking in High School English Post-Reading Writing

Author(s)

Lili Zhang

Affiliation(s)

The Middle School Attached to Ningxia University, Yinchuan, Ningxia, China

Abstract

This study aims to explore the theoretical foundations and practical pathways for critical thinking training in high school English post-reading writing instruction. Through literature review and theoretical analysis, the paper first clarifies the importance of critical thinking in language learning by reviewing related studies domestically and internationally. It then examines the specific applications of critical thinking in post-reading writing from the perspectives of educational psychology, cognitive science, and linguistics, proposing a theoretical framework for cultivating critical thinking skills through guided questioning, situational settings, and diverse teaching activities. Emphasizing the importance of critical thinking in the context of contemporary education, particularly under the influences of informatization and globalization, the paper highlights the necessity of fostering students' independent thinking and problem-solving abilities. The conclusion drawn is that well-designed teaching activities and proper guidance can effectively enhance students' critical thinking skills in high school English post-reading writing, thereby promoting their overall development. This study not only provides theoretical support for high school English teaching but also offers practical references for educational reform and innovation.

Keywords

High School English; Post-Reading Writing; Critical Thinking; Educational Reform; Theoretical Study

References

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