Construction and Implementation of Reading Thinking Hierarchies in Junior High School English within Project-Based Learning

Zhang-Chao Cen （ Cixi Shanglin Junior High School. Ningbo, Zhejiang 315300, China ）

Abstract

Against the backdrop of the new curriculum reform oriented toward core competencies, junior high school English teaching urgently needs to shift from knowledge transmission to ability cultivation. Project- Based Learning (PBL), as a student-centered instructional approach that emphasizes authentic contexts and problem solving, provides an effective pathway for enhancing students’ higher-order thinking skills. However, in PBL practice, how to systematically construct and implement reading thinking hierarchies in English remains an issue that requires in-depth exploration. Based on Bloom’s Taxonomy of Cognitive Objectives and deep learning theory, and in combination with the characteristics of the junior high school English discipline, this study constructs a four-level reading thinking model consisting of “information extraction – meaning construction – critical reflection – transfer and innovation.” Through specific teaching cases, the paper elaborates on the implementation strategies of this model within PBL. The findings indicate that the model helps guide students to engage in reading activities progressively, enabling a shift from passive reception to active inquiry and from lower-order memory to higher-order thinking, thereby comprehensively enhancing students’ core competencies in English.

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