Critical Thinking and Learning Ability: Implications to Teaching Innovation Among English Majors in Henan University of Animal Husbandry and Economy

Abstract

As a kind of "discarding mode of thinking," Critical thinking (CT) is a process of active thinking about a particular point of view, opinion, hypothesis, or theory in learning and life and objective judgment after the Analysis of facts, evidence, logic, and on this basis to obtain new knowledge and deeper understanding. Research shows critical thinking is the ability to make rigorous, deliberate, objective, comprehensive, in-depth, and reflective judgments.

This paper analyzed seven dimensions of CCTDI which are based on the second language acquisition theory and constructivism learning theory. By methods of qualitative and quantitative Analysis, the object of study, the researcher's role, the research process, research reliability and validity, and the correlation between dimensions are separately detailed.

The presentation of data gathered follows the order presented in the statement of the problems. The data includes the participants' responses in this research regarding mentioned and specified core in terms of objectives, implementation, and urgency of needs, as well as the strengths and weaknesses and the gaps existing in the assessment.

According to the questionnaire, the paper tried to find the relation between CT and learning ability to improve teachers' teaching innovation. The researchers conclude that CT disposition has a positive trend in the seven sub-scales: Truth-Seeking, Open-Mindedness, Analyticity, Systematicity, Acquisitiveness, Mature, and Self-confidence. Therefore, there are significant differences in truth-seeking ability between different grades. But there are silly differences when mentioned about Systematicity and Self-Confidence. Based on the result above, the thesis mainly discusses the influence of English teaching innovation.