1 Introduction

The reform of higher education in the 21st century emphasizes the cultivation of critical thinking ability, but there is currently a problem of the absence of critical thinking. The integration of critical thinking ability in foreign language textbook writing has problems such as unclear hierarchical theoretical models, lack of operational definitions, and ambiguity between upper and lower concepts. The textbook writers have insufficient understanding of the theoretical model of critical thinking ability, resulting in incomplete content design of critical thinking skills. The writing of the speculative section lacks theoretical guidance and is disconnected from practical teaching. Existing research is mostly based on experience summary, lacking guidance for writing based on textbook theory. The development of the critical thinking section in foreign language textbooks requires the construction of a theoretical framework, exploring both the writing philosophy and content design to enhance the scientific nature of the writing and provide ideas for solving the problem of learners' lack of critical thinking.

2. The construction of critical thinking ability

Deeply explored the connotation and hierarchical theoretical model of critical thinking ability, providing a theoretical basis for textbook writing. Domestic and foreign scholars have conducted extensive research on the definition and models of critical thinking ability. The Delphi project team regards it as purposeful self-regulation judgment, while Wen Qiufang and others emphasize making evidence-based judgments based on standards. Bailin u0026 Battersby believes that speculation is the process of examining a topic and reaching reasonable judgments. Paul U0026 Elder proposed the speculative ternary structure model, emphasizing the cultivation of emotional traits. Wen Qiufang et al. constructed a hierarchical theoretical model of critical thinking ability, including meta critical thinking ability and regulated critical thinking ability, covering cognitive skills, cognitive standards, and emotional traits. This study focuses on the higher-level concept of student ability development, using critical thinking skills as a specific content in textbook writing and teaching.

Theoretical framework for the development of the speculative section in three foreign language textbooks

Explored the theoretical framework for integrating critical thinking skills into foreign language textbook development. Jolly U0026 Bolitho's (2011) textbook writing process is based on theory and includes five stages: requirement identification, language exploration, situational implementation, teaching implementation, and physical output. The author proposes that textbook writing should be based on the writing philosophy, and constructs a framework that includes two levels: "speculative writing philosophy" and "speculative content design". The design of critical thinking content covers four stages: establishing critical thinking skills, scenario based implementation, activity design, and skill presentation, which are interrelated and jointly promote the cultivation of critical thinking ability.

Writing Critical Thinking Skills in the Comprehensive English Course of the New Era Core English Course

This chapter explores how to integrate critical thinking skills into the development of the "New Era Core English Course Comprehensive English" textbook. Firstly, it emphasizes the combination of critical thinking ability and ideological and political education in foreign language courses, guiding learners to form correct values through textbooks, such as citing historical and philosophical figures like Socrates when explaining "integrity". Secondly, adopting the concept of "explicit reasoning" to clarify reasoning skills facilitates teacher guidance and student learning. In the textbook "New Era", each unit focuses on explaining a cognitive skill, standard, or emotional trait, and through the analysis of examples in the text, achieves scenario based teaching of critical thinking ability.

5 inspirations

Textbooks are the product of the combination of teaching theory and practice, and their compilation should reflect the systematic and hierarchical nature of critical thinking ability. The internal sections of the textbook need to maintain consistency to achieve optimal teaching effectiveness. When writing the section on critical thinking ability, consideration should be given to its connection and organic connection with language elements. Textbook development should shift from empiricism to scientific conceptualization, following the principles of systematicity, gradualness, relevance, transferability, productivity, and openness. Textbook writing and teaching methods need to be coordinated and interactive, and teachers should adapt and improve textbooks based on actual teaching situations.

6 Conclusion

This paper explores the path of integrating critical thinking ability into the development of foreign language textbooks, taking "New Era" as an example, aiming to solve the dilemma of developing critical thinking ability in foreign language textbooks and provide reference for the reform of foreign language teaching and talent cultivation. The shortcomings include: lack of clarity on how to deeply explore the speculative space in the text, and the need for teachers to deeply process and study the text during lesson preparation; The framework is mainly applicable to student books, and further exploration is needed on how to effectively serve teaching in the speculative section of teacher books.