introduction

The importance of critical thinking in high school English teaching was emphasized, and it was pointed out that the curriculum standard requires teachers to pay attention to the cultivation of critical thinking in teaching. The article analyzes the role of logical reasoning in promoting students' thinking development and points out the problems currently faced by high school English teachers in logical reasoning, such as neglecting interaction and generativity, and failing to fully develop students' responses. The research aims to provide reference for improving the effectiveness of English classroom teaching by observing and analyzing the impact of teachers' developmental reasoning on students' critical thinking.

Definition of Concept

The concept of developmental reasoning has been defined in detail, which refers to the strategies adopted by teachers when students answer incompletely or incorrectly, such as questioning, turning questions, probing questions, and asking back questions, in order to promote students' deep understanding of the problem. At the same time, developmental reasoning is divided into two types: low cognitive level and high cognitive level, corresponding to different types of questions. In addition, the definition and seven dimensions of critical thinking were introduced, including problem identification, viewpoint building, multi viewpoint cognition, as well as the level of development of critical thinking.

Observation and Analysis of Teachers' Developmental Reasoning and Students' Critical Thinking Development Level

By observing 20 classes in the 2018 high school English classroom teaching observation and training activity, the distribution characteristics of teachers' developmental reasoning were analyzed. It was found that teachers tend to use a single developmental reasoning answer after asking low cognitive level questions, while they tend to use a combination of developmental reasoning answers after asking high cognitive level questions. Further analysis was conducted on the impact of teachers' developmental reasoning on students' critical thinking development. The results showed that when teachers posed high-level cognitive questions and combined them with developmental reasoning, the proportion of substantive development of students' critical thinking was significantly higher than when using developmental reasoning alone or posing low-level cognitive questions. This indicates that the development of students' critical thinking is not only influenced by the cognitive level of the problem, but also closely related to the developmental reasoning approach adopted by teachers.

Analysis of the Influence of Teacher's Developmental Reasoning on Students' Critical Thinking Development

Through conversation analysis, the impact of developmental reasoning by high school English teachers on students' critical thinking development was studied. Research has found that teachers using developmental reasoning alone, especially questioning, can to some extent promote the substantive development of students' critical thinking, but the effect is limited. For example, in Teacher J's reading class, guiding students to analyze the characteristics of paintings through questioning promotes students' evaluation and discourse analysis of implicit meanings. In Teacher X's reading class, questioning helps students make judgments and express their views in depth, promoting the establishment of students' viewpoints and discourse analysis.

Research findings and teaching suggestions

Through statistics, observation, and analysis, it was found that teachers using developmental reasoning to answer questions at different cognitive levels have a significant impact on the development of students' critical thinking. Teachers should optimize problem design, reasonably distribute high and low cognitive level problems, and set targeted questions based on students' situations to promote the comprehensive development of critical thinking. At the same time, teachers should combine the use of developmental reasoning, ensure the connection between questioning and reasoning, grasp the timing of reasoning, guide students to think deeply through effective interaction, and promote the substantive development of critical thinking.

conclusion

It emphasizes that in high school English teaching, teachers can significantly enhance students' critical thinking ability by designing problem cognitive levels reasonably and effectively using developmental reasoning. Teachers need to optimize problem design, supplement high-level cognitive questions based on students' situations, and provide learning scaffolds in a timely manner. In addition, teachers should flexibly apply developmental reasoning strategies to ensure the effectiveness of teacher-student interaction, thereby promoting the substantive development of students' critical thinking.