Xiaoyan Liao,Yan Jiang

Under the guidance of core literacy, critical thinking, as a vital component of English language thinking quality, has increasingly become a significant objective in senior high school English reading instruction. This paper, based on the Senior High School English Curriculum Standard (2017 Edition, 2020 Revision), and in conjunction with the People’s Education Press (PEP) senior high school English textbooks, explores the connotation, manifestations, and value of critical thinking in English reading teaching from a theoretical perspective. It analyzes the existing problems in current teaching, such as the lack of opportunities for in-depth thinking, insufficient reflective abilities, and the absence of diverse perspectives. Furthermore, the paper proposes five strategies for fostering critical thinking: creating a positive atmosphere, designing question chains, organizing role debates, conducting comparative reading, and implementing reflective writing. Additionally, this paper selects specific teaching cases from the PEP senior high school English textbooks to illustrate the practical implementation of these five strategies, aiming to provide feasible pathways for the effective cultivation of critical thinking in senior high school English reading instruction.

Senior High School English; Reading Instruction; Critical Thinking; PEP Textbooks; Teaching Strategies

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