The Interface between Intensive Reading and Critical Thinking Education for English Majors
- Zhong Deng
- Corresponding Author
- Zhong Deng
Available Online July 2018.
- https://doi.org/10.2991/iserss-18.2018.51How to use a DOI?
- critical thinking education, intensive reading, interfaces, teaching strategies
- This paper intends to argue that the course of intensive reading is a potentially valuable platform where education on critical thinking can be fruitfully implemented. To this end, this paper focuses on three sub-areas: 1) teaching of language points, 2) teaching of textual analysis and 3) delivery of knowledge of language and beyond in an attempt to elaborate on their respective interfaces with critical thinking education. We believe that teaching strategies geared to such connections are important to the enhancement of the students’ critical thinking competence, and that the reliance on and modifications of the traditional teaching paradigms of intensive reading are rewarding in practice.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Zhong Deng PY - 2018/07 DA - 2018/07 TI - The Interface between Intensive Reading and Critical Thinking Education for English Majors BT - 2018 International Seminar on Education Research and Social Science (ISERSS 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/iserss-18.2018.51 DO - https://doi.org/10.2991/iserss-18.2018.51 ID - Deng2018/07 ER -