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Theoretically, it is helpful for the research on teacher's belief to develop in depth.The domestic research on teacher’s belief started in the 1980s, mainly focusing on theconcept, formation process, influencing factors, significance and so on. There is a lackof in-depth and systematic research on important issues such as the current stage ofhigh school education in China, the status of teacher's belief in cultivating students'critical thinking, and the influencing factors. This study is helpful to dig teacher'sbelief to a deeper level, so as to perfect their related theories.

Chapter 2 Literature Review

2.1 Relevant Concepts

2.1.1 Critical Thinking

Since the 1980 many people allege that critical thinking delicate to thedevelopment of rational deliberation to a democratic society(Lipman, 1991; Weinstein,1991). From a philosophical point of view, critical thinking is primarilyconsidered as the norm of good thinking, the rational aspect of human thought, and asthe intellectual virtues needed to approach the world in a reasonable, fair-minded way(Gibson,1995). Psychologists conceptualize critical thinking first as higher-orderthinking skills and pay attention on the appropriate learning and instruction processes(Halpern, 1998; Kuhn, 1999). Lastly, the concept of critical thinking functions in‘critical pedagogy’. From the critical pedagogical point of view, especially the focuson critical and democratic citizenship as an educational goal and the researchliterature, we primarily focus on psychology-oriented research. The reason is that alarge number of instructional design to promote students' critical thinking abilityappear.

In pedagogical teaching research, pedagogical researchers' understanding ofcritical thinking is mostly based on the cognitive process dimension of Bloom'staxonomy of educational objectives. In order to characterize critical thinking , severalauthors go back to Bloom’s work (Kenneday et al., 1991; Halpern, 1998).Bloom(1965) included thinking skills related to critical thinking in his taxonomy ofeducational objectives. Compared with lower-order thinking skills with a focus onknowledge, comprehension and application, critical thinking is often equated withanalysis, synthesis and evaluation, the higher-order thinking skills. AfterAnderson(2001) revised it, analysis, synthesis and evaluation belong to higher-orderthinking, which is considered as critical thinking.

2.2 Theoretical Basis

This research is based on Simon Borg's(2003,2006) research on teacher’s belief,Bloom's(1965) taxonomy of educational objectives and and combined with WangQiang and Mei Deming (2018) 's analysis of the quality of critical thinking in NewEnglish Curriculum Standards for Senior HighSchool(2017) to build a theoretical framework for research.

2.2.1 Borg’ Research about Teacher’s Belief

Borg(2003) collectively refers to teacher’s belief that are difficult to observe inteaching (for example, what teachers know, believe, and think, as well as therelationship between these aspects and teachers' behavior in language class). Theselatitudes include: knowledge, principles, theories, attitudes, teachers' thinking beforeand during teaching and reflection after teaching. The research on teacher’s beliefaims to reveal these cognitive pro本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。