The Interface between Intensive Reading and Critical Thinking Education for English Majors

DOI

10.2991/iserss-18.2018.51How to use a DOI?

Keywords

critical thinking education, intensive reading, interfaces, teaching strategies

Abstract

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.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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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  - Proceedings of the 2018 International Seminar on Education Research and Social Science (ISERSS 2018)
PB  - Atlantis Press
SP  - 199
EP  - 202
SN  - 2352-5398
UR  - https://doi.org/10.2991/iserss-18.2018.51
DO  - 10.2991/iserss-18.2018.51
ID  - Deng2018/07
ER  -