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In this section,the studies related to thinking quality are reviewed,including the keyconcept of thinking quality,the research on correlation between language and thinking qualityand research on cultivation of thinking quality in reading instruction.

2.1.1 Concept of Thinking Quality

The investigation of thinking quality has been extensively examined from the previouscentury to the present,with a multitude of scholars postulating definitions and connotationspertaining to thinking quality.The subsequent perspectives on the conceptualization ofthinking quality are derived from various scholars.

To begin with,the notions of thinking quality,postulated by Soviet psychologists,aregrounded in Marxist philosophy,acknowledging both the universality of thinking and theindividual requirements for thinking development.Soviet psychologist Smirnov(1957)positsthat thinking quality necessitates differentiation from individual attributes,contemplatingthinking quality as encompassing breadth and depth,autonomy and adaptability,sequentiality,and agility.Boguslavsky(1980)contends that thinking quality comprises inquisitiveness,assiduity,profundity of thought,intellectual malleability,logicality,adequacy of evidence,and criticality.Petrovsky(1981)proposes that thinking quality incorporates additionalqualities of cognitive activities,such as independence,pliability,and swiftness of thinking.

2.2 Research on Reading Exercises

The studies related to reading exercises are reviewed in this section,including theresearch on reading exercises design in English textbooks,the research on use of readingexercises to cultivate thinking quality and the research on reading exercises in textbooksbased on thinking quality.

2.2.1 Previous Studies of Reading Exercises Design in English Textbooks

Reading is an essential skill in language learning and is particularly important in thecontext of English language learning.Reading exercises in English textbooks have beenstudied extensively in the field of applied linguistics,and researchers have focused on variousaspects of reading exercises,such as the use of reading strategies,the role of vocabularyknowledge,and the influence of cultural background on reading comprehension.Scholarshave studied the reading exercises in textbooks from different aspects.

Dubin(2002)pointed out that students'cognitive thinking level and cognitive abilityshould be fully considered in the setting of textbooks exercises and tasks.Previous studieshave shown that the highest proportion of reading exercises in the textbooks inferred theimplied meaning of the text,understanding,individual response to the text,vocabularylearning and text understanding exercises(Freeman,2014),which means that the textbookcompilers attach great importance to the development of learners'high-level thinking and language ability.However,Freeman's research did not systematically explore the thinkingquality in reading exercises(Ilyas,2015).

CHAPTER THREE Theoretical Basis ........................... 21

3.1 Bloom's Cognitive Objective Taxonomy (Revised) ........................ 21

3.2 The Constructivist View of Learning ............................ 22

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