英文资优班和批判思考训练.docVIP

English Honors Program and Critical Thinking Cultivation 英文資優班與批判思考訓練臺北市立中正高級中學 李壹明老師 In this article, I would like to correlate the significance of critical/creative thinking cultivation with English-gifted students’ language education. Even though most of the English-gifted students volunteer to get admitted into English Honors Programs in high schools, this doesn’t necessarily guarantee that their being immersed in such an advantageous English-learning environment can assist them in fostering their creative and critical thinking. Actually, it is their teachers that should facilitate and encourage the English-gifted students’ critical and creative thinking skills by viewing them differently from what they presumed and changing their pedagogical views. Hence, the topics to be touched upon in this academic essay are as follows: (1) the interconnection between the obligatory/elective courses of English Honors Programs and critical/creative thinking, and (2) what instructional techniques and tasks I have employed to cultivate the English-gifted students’ critical thinking skills in both An Introduction to Western Drama (The Affiliated High School of NTNU) and Reading English Popular Culture (Zhongzheng Senior High School). By virtue of the article, it is hoped that the teachers of English Honors Programs may successfully help their students not merely become proficient in the target language but display creative and critical thinking skills in the relevant subject matters (An Introduction to Literature/Research Methods/Research Seminars). I. Introduction Owing to the rise of communicative teaching approach and whole language instruction in Taiwan, critical thinking cultivation gradually functions as a major component in a high school EFL teaching context, particularly in English Honors Programs. For the instructors of English Honors Programs, developing English-gifted students’ critical thinking skills is deemed to be an important goal of teaching and enlighteni