思辨能力已被纳入国家、地方和学校层面的核心教育目标。此外，新课标也强调了培养学生思辨能力的重要性。然而，我国学生思辨能力的现状不容乐观，存在学生缺乏批判性思维倾向、学生缺乏与思辨能力相关的知识和语言能力、缺乏合适的教材和方法、教师缺乏批判性思辨能力等困境。因此，本研究将尝试以课外绘本阅读课为例，在河北省某初中一年级尝试文学圈教学，通过两轮行动研究，探究文学圈培养学生批判性思辨能力的可行性和有效性。

本研究回顾了英语教学中文学圈的定义、特点、框架、思辨能力的培养路径 和评价以及文学圈与批判性思辨能力之间的关系等已有研究。并在文献综述的基础上，研究者在河北省一所初级中学的一个班级开展了两轮行动研究。在这一过程中，研究者分析了学生思辨能力的前测和后测成绩之间的差异，并根据研究者和资深教研员制定的明确的评分标准对学生的作品进行了评价和打分。在定性数据方面，研究者对课堂话语转录进行了分析，来探究学生的批判性思辨能力是否会发展以及发展情况。通过两轮行动研究研究者总结出学生的思辨能力均有增长，且文学圈教学能够促进学生思辨技能和思辨倾向的发展与提升。总结给出的建议如下：（1）教师在文学圈教学中安排角色和设置任务单应注重难度的合理性与 示范指导；（2）教师在文学圈教学中应注意师生互动和生生互动的时间分配，给予学生足够的交流和展示的空间；（3）文学圈活动中教师和学生最好明确评价标准并以此为指导来推动学生学习和交流；（4）教师在最好在文学圈教学之前向学生明确学习目标并详细说明文学圈活动流程，以帮助学生更好规划和调控自身学习重点与进度，并且还能帮助学生增强思考交流的自信心。

Critical thinking has been incorporated into the core educational objectives at the national, local and school levels. In addition, the New Curriculum emphasizes the importance of the development of critical thinking skills. However, the present state of pupils' critical thinking proficiency in China is discouraging, and there are dilemmas such as students' lack of critical thinking tendency, students' lack of knowledge and language ability related to critical thinking ability, the lack of appropriate teaching materials and methods, and teachers' lack of critical thinking ability, etc. Therefore, this research will try to take several short picture book stories as an example to try the instruction of reading in a first-grade class in a junior high school in Hebei, and conduct a study to assess the practicality and efficacy of literature circles in fostering students' critical thinking skills using two cycles of action research.

This research reviews the definition, characteristics and previous studies on literature circles in English language teaching, as well as the definition, the framework, the cultivation path and assessment of critical thinking, the relationship between literature circles and critical thinking.

Based on literature review, the researcher conducted the three-round action research in a class in a senior high school located in Beijing with the city’s advanced level. In this process, quantitative data has been used to analyze the differences between students’ critical thinking's pre-test and post-test students’ performance and works have been evaluated and scored according to the clear rubric developed by the researcher and an experienced teaching-research staff. For the qualitative data, the researcher has analyzed the class script and figured out whether the students’ critical thinking will develop and what their developments are. Through two rounds of action research, the researcher concludes that students' critical thinking skills have increased, and that

literature circle teaching can promote the development and enhancement of students' critical thinking skills and critical thinking dispositions. The recommendations are as follows: (1) Teachers should pay attention to the reasonableness of the difficulty and modeling guidance in arranging the roles and setting the task list in the literature circle teaching; (2) Teachers should pay attention to the allocation of time for teacher-student and student-student interaction in the literature circle teaching, and give the students enough space to communicate and show their skills; (3) It is better for the teachers and the students to make clear the evaluation criteria in the literature circle activities and use them as a guideline for the promotion of the students' learning and (4) Teachers should make clear the learning objectives to students before teaching literature circle, in order to help students better plan and control their own learning focus and progress, and also help students to enhance the self-confidence of thinking and communication.