中文摘要：在学科核心素养的背景下，培养学生的思维品质是英语学科教学的重要目标。目前部分英语教师由于不清楚实施思维品质培养的具体教学方法，组织阅读教学活动时，多采用低阶思维教学活动。因此，如何合理组织思维层面的阅读活动是培养学生思维品质的关键。

本文通过文献研究法介绍了思维品质与英语阅读的研究现状。接着，阐述了图式理论和布鲁姆的认知目标新分类理论。在此基础上，提出了笔者通过案例分析法，课堂观察法和访谈法对一节初中英语阅读教学课的课例分析和再设计。

本文研究结果主要从以下三个方面进行阐述。第一，笔者指出基于思维品质的英语阅读教学现状和存在的问题。第二，阅读活动要符合思维型课堂教学的基本要求和思维品质的五个方面。第三，初中英语阅读教学活动可以根据布鲁姆的认知目标新分类理论来进行设计。

基于以上结论，笔者对本课活动进行了思维分析，并运用基于思维品质的教学原则和策略，为英语阅读教学提供一些建议。教师应以学生为中心，合理设计思维活动，通过阅读前的记忆和理解活动激活学生的思维，通过阅读中的理解、分析和评价活动提高思维能力，通过阅读后的应用和创造活动拓展学生的思维，从而系统地提高学生的思维品质。

关键词：思维品质；初中；英语阅读教学 

Contents

Abstract

中文摘要

1. Introduction-1

1.1 Research Background-1

1.2 Research Purpose-2

1.3 Research Significance-2

1.4 The Organization of this Thesis-3

2. Literature Review-4

2.1 Thinking Quality-4

2.2 English Reading Teaching-5

2.2.1 Definition-5

2.2.2 Foreign research-6

2.2.3 Domestic research-6

2.3 Thinking Quality and English Reading Teaching-7

2.3.1 The relationship between thinking quality and English reading teaching-7

2.3.2 English reading teaching facilitates thinking quality-7

3. Theoretical Foundation-8

3.1 Schema Theory-8

3.1.1 The definition of Schema theory-8

3.1.2 The classification of Schema theory-8

3.1.3 The application of Schema theory in English reading teaching-8

3.2 New Bloom’s Taxonomy of Cognitive Objectives.-9

3.2.1 The structure of New Bloom's Taxonomy of Cognitive Objectives-9

3.2.2 The application of New Bloom’s Taxonomy of Cognitive Objectives in English reading teaching-10

4. Research Design-11

4.1 Research Questions-11

4.2 Research Methods-11

4.2.1 Case study-11

4.2.2 Classroom observation-12

4.2.3 Interview-12

4.3 Research Procedures-12

5. Analysis of Teaching Example.-14

5.1 Analysis of Reading Presentation-14

5.1.1 Pre-reading (Memory, Comprehension)-14

5.1.2 While-reading (Memory, Comprehension, Analysis)-15

5.1.3 Post-reading (Memory, Comprehension, Creation)-16

5.2 Analysis of Post-class Interview-17

5.3 Summary-17

6. Redesign of Teaching Example-20

6.1 Improve the Relevance of Teaching Objectives and Reading Activities-20

6.2 Analyze the Text in Depth-21

6.3 Design More High-level Thinking Activities-22

6.4 Summary-23

7. Conclusion-24

7.1 Main Findings-24

7.2 Limitations-24

7.3 Some Suggestions for Further Research-25

Reference-26

Appendix-29

Appendix 1 Reading material-29

Appendix 2 teaching plan-30

Appendix 3 Redesigned teaching plan-32