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xperimental group performs better than the controlgroup in general level of using critical thinking skills after the training. Although,most of the students in two groups still halt in lower intermediate level based on thedistribution of different levels, but it is found that the proportion of experimentalgroup students of middle level is larger than that of the control group (ExperimentalMiddle Level= 57.4%, Control Middle Level= 48.4%), which proves that thetraining has a positive effect on students’ skills to some extent.

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Conclusion

The present study aims to explore the effects on English major students’critical thinking skills and dispositions through the training in the intensive readingclass.First, through the training, the ability of using these skills improved a lotespecially in subscales of inference and evaluation. As for analysis, in spite ofpossessing a fairly high level before the training yet the fixed writing and thinkingmodel delay its further progress. Meanwhile, for inference and evaluation, in spite ofgetting a promotion, students seldom use them in a high level. It demonstrates thaton one hand the training in intensive English reading class indeed incorporatescritical thinking skills, which can be viewed as an effective means of fosteringcritical thinking skills. On the other hand, it also reveals some problems like: firstthe traditional English education model has already impact seriously on students’thinking modes leading to their difficulty in analyze problems deeply and subjectively. Second, although students have the consciousness to use these skills,this consciousness isn’t a stable process that can be completely transferred to thecompetence to be applied into the real situation such as the writing situation.Therefore, we should know the cultivation and improvement of students’ criticalthinking skills means a long and hard process. Besides enough time, adaptive andeffective tasks should also be designed for different skills’ piracies.
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Reference (omitted)

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