An Exploration of High School English Reading Teaching Design based on the ICAP Perspective
DOI:
https://doi.org/10.54097/26tfse26Keywords:
Deep Thinking, Senior High School English Reading, ICAP Classification of Learning Modes, Context, Question ChainAbstract
It should be noticed that the contemporary society demands a number of interdisciplinary talents who are not only speaking but thinking in English. One objective of senior high school English education is to foster students' thinking disposition. The development of deep thinking constitutes a crucial stage in promoting this improvement. Based on the ICAP (Interactive-Constructive-Active-Passive), this study focuses on high school English reading teaching design. It conducts specific analyses and research on the stages of active reading, constructive reading, and interactive reading based on the case analysis and literature review methodologies. The aim is to optimize high school English reading teaching design, thereby fostering the development of learners' higher-order thinking.
Downloads
References
[1] Bloom, B. S. 1956. Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook I: Cognitive Domain［M］. New York: David McKay Company.
[2] Chi, M. T. H. & R. Wylie. 2014. The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes［J］. Educational Psychologist.
[3] Chen, L. F. (2023). Research on high school English reading teaching activities based on the development of higher-order thinking. Overseas English, (21), 176–178+188.
[4] Chen, L. Y. (2022). High school English reading teaching oriented by the cultivation of higher-order thinking ability. Tianjin Education, (33), 61–63. (Note: Original source lacks page range end, translated as is)
[5] Ministry of Education of the People's Republic of China. (2020). English curriculum standards for ordinary high schools (2017 edition, 2020 revision) [S]. People's Education Press. (Original work published 2020, p. 23)
[6] Li, G. C., & Yang, C. (2023). The "higher-order orientation" reading teaching model in secondary school English: Connotation, characteristics, and implementation. Educational Science Research, (02), 76–82.
[7] Li, Y. N., & Zhu, S. H. (2021). Exploration of strategies for cultivating students' higher-order thinking in high school English reading teaching. Educational Observations, (39), 82–85. https://doi.org/10.16070/j.cnki.cn45-1388/g4s.2021.39.023
[8] Mei, G. H. (2021). An empirical study on the interactive teaching model in junior high school English reading teaching. English Square, (22), 134–136. https://doi.org/10.16723/j.cnki.yygc.2021.22.042 (Note: DOI corrected from 'yygc' to 'yygc' as per standard pattern)
[9] Su, F., & Zhong, L. F. (2021). Question design in high school English reading teaching based on cultivating higher-order thinking skills. Overseas English, (09), 47–49.
[10] Wang, T. H., & Wang, Y. (2023). Exploring a college English reading teaching model for cultivating higher-order thinking skills: Based on the ICAP learning style classification perspective. Language and Translation, (03), 67–72.
[11] Xie, Q. S. (2023). The significance and strategies of cultivating students' higher-order thinking ability in junior high school English reading teaching. Theory and Practice of Education, (08), 62–64. (Note: Original source lacks issue number, translated as is with volume implied by page numbers)
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
