Theoretical Construction and Practical Path of Critical Reading Teaching in High School English under the Perspective of Core Literacy

DOI: https://doi.org/10.62517/jhet.202615231

Author(s)

Wenhan He

Affiliation(s)

School of Foreign Languages, Liaocheng University, Shandong, Liaocheng, China

Abstract

The core literacy framework promotes the deep shift of English reading teaching from skill training to thinking cultivation. Critical reading should not stop at the extraction of information on the surface of the text, but should become a thinking process of students' questioning, reasoning, judgment and self-calibration. On the basis of explaining the connotation of critical reading, this article determines its inherent coupling relationship with the four-dimensional core literacy, builds a four-order teaching model of "text deconstruction - problem-driven - dialogue generation - reflection and evaluation", and explains the classroom transformation path in combination with textbook examples. The study believes that the fundamental tension of critical reading teaching lies in the continuous tuning between "language support" and "thinking depth". Only by repeatedly grinding in specific discourses can critical thinking sink from teaching slogans to students' inner literacy.

Keywords

Core Literacy; High School English; Critical Reading; Teaching Model; Practice Path

References

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