Practices of cultivating students’ cognitive abilities in discourse teaching
在语篇教学中培养学生思维品质的实践

摘要

在初中英语阅读教学中，以语篇分析为单位的教学对于发展学生的思维能力具有关键作用。本文基于Improve Your Eating Habits这一课例，探讨如何在语篇教学中有效提升学生思维品质。研究采用头脑风暴、多模态输入、问题链、思维导图、语篇分析、情境化输出驱动等策略，从思维敏捷性、深刻性、逻辑性、批判性和创新性五个维度设计教学活动。研究发现头脑风暴与多模态输入可提升思维反应速度，以主题意义为核心的问题链能深化思维层次；思维导图有助于梳理语篇逻辑结构；情境化输出任务可协同提升语言能力与批判性、创新性思维。融合上述方法的语篇教学能显著促进学生高阶思维发展，为英语学科核心素养的落实提供实践参考。未来需进一步探索不同文体和学段的差异化教学策略。

Abstract

Discourse-level instruction plays a pivotal role in cultivating students’ cognitive abilities within junior high school English reading pedagogy. Utilizing the lesson “Improve Your Eating Habits” as a case study, this paper explores effective strategies for elevating students’ cognitive skills through text-based teaching. The research implements a suite of pedagogical techniques—including brainstorming, multi modal input, scaffolded questioning, mind mapping, discourse analysis, and contextualized output tasks—to design instructional activities targeting five key cognitive dimensions: agility, depth, logic, criticality, and creativity. Key findings indicate that brainstorming combined with multi modal input enhances cognitive processing speed. Question sequences focused on thematic meaning effectively deepen analytical depth, while mind mapping aids in structuring textual logic. Contextualized output tasks can collaboratively develop linguistic proficiency alongside critical and innovative thinking. Discourse teaching integrating these methods can significantly promote higher-order thinking development, providing practical insights for implementing English core competencies. Future research should investigate differentiated instructional strategies applicable across various text types and grade levels.