Proceedings of the 2018 International Seminar on Education Research and Social Science (ISERSS 2018)

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

Authors
Zhong Deng
Corresponding Author
Zhong Deng
Available Online July 2018.
DOI
https://doi.org/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.
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Proceedings
2018 International Seminar on Education Research and Social Science (ISERSS 2018)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
July 2018
ISBN
978-94-6252-540-5
ISSN
2352-5398
DOI
https://doi.org/10.2991/iserss-18.2018.51How to use a DOI?
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  -